When I first heard the term “sabbatical student,” I pictured old-timey scholars taking long breaks to mull over grand ideas. Not that I took this image literally, but somehow this is what sprang to mind. In reality, I was lucky enough to hold this position for three months at UWE Bristol despite only being a master’s student.
Funnily enough, studying cognitive sciences in Croatia as part of my master’s programme, is exactly what led me to this opportunity in my hometown of Bristol. Through the Erasmus scheme, I was funded to undertake an internship of my own choosing. And fortunately, Professor Clare Wilkinson warmly accepted my request to join the Science Communication Unit (SCU) at the University of the West of England (UWE), allowing me to further explore my interests in science communication.
I wasn’t only attracted to science communication (SciComm) by my love of writing, I was also eager to explore what topics lay beyond this. I was especially curious to see how this experience would inform my own cognitive sciences research project.
First Encounters with SciComm
I came into this experience with a relatively blank slate in terms of science communication experience, but it didn’t take me long to realise that I had underestimated the breadth of this field. I was amazed by the varied SciComm approaches that the team were involved in, from teaching science through performing arts, to standup comedy, and even videogames like Minecraft.
It wasn’t just the variety of approaches that surprised me, it was also how much SciComm crosses different fields. I initially saw it as a means of making information more accessible, but it’s actually much more than that. It’s a rich, interdisciplinary field that connects areas such as the arts, humanities, and social sciences.
Getting to know the students on the MSc Science Communication programme at UWE reminded me just how flexible this field is. Suyi Tay a current student, is blending art and science and plans to share soil science in a future activity by transforming the sounds of soil samples into a live musical experience. Meanwhile, Ross Metcalfe, a further friend I made from the programme is exploring how research conducted by a charity might reach the public more effectively, by building a framework to improve that process, a fascinating example of how SciComm and society intersect.
Learning highlights
Me and a group of the 2025-26 Science Communication MSc students at UWE Bristol
Instead of just observing from the sidelines during the sabbatical, Clare encouraged me to actively explore and engage with SciComm in ways that matched my own interests. With this, I decided that I wanted to audit the Writing Science MSc module, which the senior lecturers Dr Andy Ridgway and Andrew Glester kindly approved.
One experience that particularly stood out to me on this module was the chance to interview a researcher and turn that conversation into a news article. I had the chance to interview Dr Amanda Webber, the MSc’s programme leader, who is also a senior lecturer and anthropologist. She was nothing short of captivating as she shared insights about the student learning experiences taking place in the forests of Madagascar. The process gave me valuable real-world practice, and with the article set to be published in the UWE Science Matters magazine, it’s a piece I can showcase to potential employers.
Another highlight from my sabbatical involved Suyi taking me along to the BCfm radio station, where she was presenting on a UWE led science show, Love & Science. She introduced me to the radio host George Edwards, who despite his multi-tasking, took the effort to explain how everything works as he went along.
I enjoyed listening to Suyi and George as they eagerly discussed a news article about ADHD diagnosis. The atmosphere felt like friends chatting in a pub, except that there were hundreds of people listening. This feeling of ease made me realise just how approachable these spaces are; they no longer seem distant and intimidating to me. George even offered me a chance to present on the show, which I hope to do after completing my masters.
My master’s thesis looks at how language is used in animal cognition research papers; specifically, how wording choices shape the claims that signal to readers.
Coming from a cognitive sciences background, I was already interested in how claims reflect the strength of the underlying evidence. For instance, a researcher might write, “These birds appear to remember locations for up to a week.” The word appear signals appropriate caution in a study which only tested a small number of birds under specific conditions.
But auditing the Science and Society module as part of the MSc programme pushed me to think beyond accuracy alone. I started to notice how claims also work on a social level, shaping how findings are received by readers and the wider scientific community.
For example, authors often write “the results indicate” rather than “I show.” This kind of impersonal phrasing creates distance between the researcher and the claim. It can make findings sound more objective and easier for the community to accept.
One of the most valuable outcomes of this sabbatical was being able to bring these perspectives together. I’m now approaching my thesis with a more rounded view of what scientific claims actually imply.
Presenting my thesis progress to the SCU team also played a big role in this. Although it was initially daunting, everyone was incredibly warm and supportive. Their enthusiastic response gave me a real confidence boost and made me feel part of a community where perfection isn’t expected, and sharing learning and the reality of experiences is also important.
Even though my project has since evolved beyond that which I originally presented, the feedback from the team at the SCU gave me important points to reflect on and ultimately helped me find a clearer direction.
Goodbye & thank you!
Looking back, this sabbatical truly surprised me, it pushed me to see SciComm and my own research in new and exciting ways. I am very thankful for the knowledge and skills gained from this experience, as well as the new friends.
A huge thank you to everyone in the Science Communication team and the MSc students, you were all incredibly inspiring. I look forward to seeing some of you again in the future.
By Megan Todd, Cognitive Sciences Master’s (MSc) student, University of Rijeka, Croatia.
During the MSc in Science Communication, which I graduated from in the summer of 2025, one of the things I was most interested in was how creative, low-resource formats could be used to tell science stories, particularly stories that don’t always get space in mainstream public narratives.
I’ve recently had the opportunity to develop a small project that grew directly out of these interests: a set of three illustrated zines telling the stories of three women scientists from the 20th century, who made significant contributions to global science but whose stories are largely unknown.
Seeing this project picked up by the Bristol-based science centre We the Curious has been a meaningful milestone, one that reflects the translation of ideas and skills developed during the MSc into a real-world project at a beloved science venue.
The zines feature three fascinating scientists:
Dr Janaki Ammal – ethnobotanist, plant scientist and conservationist, and the first woman scientist to work at the Royal Horticultural Society
Hisako Koyama – amateur solar observer whose incredibly detailed, hand-drawn records inform our understanding of solar activity, and lastly,
Dr Kamal Ranadive – cancer researcher whose work exploring links between cancers and viruses was ahead of its time. Her work also contributed to the development of a leprosy vaccine.
The project is a very small attempt to help broaden public representation of scientists, scientific work, and science histories. Representation in science is discussed in terms which sometimes feel very distant, but I was interested in exploring what it might look like in a tangible, accessible and low resource format.
Why zines?
Zines felt like a great medium to do this. They are relatively inexpensive to produce, informal, and well suited to combining illustration, narrative, and information. The zines are six pages, when folded, and tell the story of each scientist in broad strokes. The reverse side folds out into a poster, encouraging readers to continue to enjoy the story beyond the initial read.
Through the MSc, I’ve come to appreciate the value of reflexivity and of embedding evaluation into projects, even those that are small or do not involve research. The zines include a QR-linked feedback form with questions that are intentionally open and exploratory (e.g. After reading this, has your idea of what scientists look like changed? Did something about the stories surprise you?). The aim, of course, is not to produce formal findings, but simply to get a sense of how people respond to the zines.
Having the zines stocked at a vibrant and bustling science centre, like We the Curious, is hugely gratifying but also means producing the zines feels less like an end point and more like the start of something that might hopefully continue to evolve.
The project – alongside my wider science communication practice – has been a reminder that my time doing the MSc has been hugely valuable – not just to get the grounding to develop my own ideas, but also the confidence to design and test creative approaches to science communication in real contexts. I’m excited to see where the stories travel next!
By Sneha Uplekar, MSc Science Communication student 2023 – 2025
A training course on identifying and tackling mis- and disinformation is being offered to science communicators across Europe and beyond.
The free online training will draw on research to provide science communicators with insights into why people are vulnerable to mis- and disinformation and how to spot it. It will also help communicators identify ways they can help to tackle it. This is the first of a series of free monthly bite-sized training sessions to be hosted by the new European Competence Centre for Science Communication.
Anyone who communicates science is welcome to sign up and attend, including journalists, press officers, scientists, bloggers and vloggers.
The training will take place 12.30-2.30pm (CET) on 11 February 2026. Anyone interested in attending should register using this form: https://forms.gle/m4UmJb8HcBX8Nfbn6. The deadline for registrations is 10am (CET) on Monday, 9 February 2026.
This online event will be run by Drs Andy Ridgway and Dr Emma Weitkamp – UWE Bristol at the Science Communication Unit, University of the West of England, one of the partners in COALESCE, the EU-funded project developing the Competence Centre. The session will be informed by research from former EU-funded science communication projects RETHINK and ENJOI, as well as other research into mis- and disinformation.
“Mis-and disinformation about science is one of the biggest challenges facing society, so we see this training as a priority for the Competence Centre,” says Emma Weitkamp, one of the coordinators of the Centre’s training activities. “Anyone who communicates science, including health and climate research, is welcome to attend. We are particularly keen for freelancers and those who do unpaid science communication work and who don’t normally have access to training, to participate.”
Other online Competence Centre training planned for later in 2026 include sessions addressing trust in science, understanding the audience and its needs and stakeholder engagement.
When I first arrived in Bristol, I could never have imagined how transformative my time there would be. Let me set the scene: a PhD student from Bolivia whose teenage imagination was filled with Poirot’s grey cells, Miss Marple’s mystery parties, British music, Skins, Monty Python, Trainspotting… Yes, I was a ‘Britophile’. Over time, university and adult life meant I’d forgotten that passion, until my love for Science Communication brought me back to the land of my dreams as a visiting research student at one of the loveliest places on earth, the Science Communication Unit (SCU) at the University of the West of England (UWE).
When I arrived I was both excited and slightly nervous. I had brought a research project that mattered deeply to me, but I wasn’t sure how it would resonate with others or how much it would evolve during my time at the SCU. Now looking back, I can see that every conversation, meeting, or even casual lunch made my research stronger. What started as a sabbatical soon became much more than that: an exercise in collaboration, cultural immersion, and rediscovering what makes research truly meaningful. Please join me in this brief diary of my stay.
March 28th2025 – First Steps
Today I went to campus for the first time. Everything felt new: the architecture, the rhythm, even the way people smiled in the corridors. I visited the Engineering School, the Students’ Union, and finally the College of Business and Law, X Block, where Professor Clare Wilkinson wants us to meet on Monday. I remember thinking, “This is it. This is where it begins.”
And I haven’t even mentioned the sunshine—yes, there was plenty of it.
March 31st2025 – Meeting Clare
Our first face-to-face conversation happened in Clare’s office. I had spent almost six months exchanging emails, filling out forms, and navigating the usual bureaucracy, so finally meeting Clare in person felt a bit unreal. Clare is one of the leading voices in science communication, so I feel incredibly lucky that she would be hosting me during this journey.
She warmly explained how the sabbatical would work — the weekly meetings, the structure of the SCU, and the community of visiting researchers. Then she handed me a book, Race and Sociocultural Inclusion in Science Communication, which resonated with my PhD interests, and recommended a bibliography on systematic reviews, the area I was currently focusing on.
It was a short, welcoming meeting. The perfect beginning. Clare encouraged me to set clear, achievable goals for my stay. I told her that finishing a chapter of my thesis would feel like a dream come true.
Before leaving, she introduced me to Ana Vasconcelos, another sabbatical researcher from Portugal. We had lunch together, and she even helped me find an adapter for my cables. That small act of kindness made the day brighter and was my first taste of how welcoming this community would be.
April 9th2025 – Going deeper
My second week was busy. I spent hours at the 24/7 library, a paradise for any researcher. Excellent Wi-Fi, comfortable chairs, and quiet spaces that made me feel instantly productive.
That morning, I met with Clare again, this time to present my research plan in detail. Of course, I was very nervous —would she think my project was too small, too messy, too ambitious? But she listened carefully, asked thoughtful questions, and told me she was genuinely interested. That gave me confidence. It was the first time I realised that what I was doing mattered. I felt my voice from the Global South was not only welcomed but needed.
That day I met Dr. David Judge, Jane Wooster and Dr. Achintya Rao, team members in the SCU, for the first time. We shared a lovely lunch chatting about gardening and birds, while I was still picking up the accent and the new words. I nodded wisely… even when I only understood 70%. I didn’t yet know how much I would learn from them later.
April 17th2025: Coffee, potatoes, and cinema
I still laugh when I remember my “time-zone limbo.” After nine years living in Spain, where the clock runs one hour ahead of the UK, my sense of time was completely mixed up. I’d often arrange things “an hour later” or “an hour earlier,” forgetting which time zone I was actually in.
Ana and I agreed to meet for lunch at 1:30. So there I was, waiting, getting hungrier by the minute, until I gave up and ordered a delicious jacket potato. But Ana had already eaten with Achintya, perfectly on schedule, just not my schedule. When we all realised the confusion they advised me to keep both clocks on my phone.
I still do.
We made up for the missed lunch with coffee that afternoon. We talked about conferences, cinema, urbanism, dictatorship and, of course, about Bristol. How each of us experienced the city in their own way. Ana had already made it part of her rhythm, and Achintya, with her global perspective, saw it through many lenses. For me, everything still felt extraordinary.
Their insight helped me see that my stay in Bristol wasn’t just about research; it was also about learning how people live, work, and dream here.
April 25th2025: Immersed in The Cave
I had the chance to spend a day with students studying for the MSc in Science Communication at UWE. We started with a VR Immersive Experience in ‘The Cave’, an emblematic and very cool space where we got to experiment with alternative identities and explore what living with blindness or schizophrenia might feel like. It was powerful, emotional, and unforgettable.
Immersive experience in The Cave
It was wonderful to spend time with such a diverse group: people of different ages, backgrounds, and scientific passions, all united by a shared curiosity about communication. Their energy was contagious, as was their willingness to teach me about the nuances of British people and culture. They convinced me that I needed to visit Cardiff as soon as possible!
Later, I joined sessions led by Clare, Achintya, and Professor Emma Weitkamp, where we explored Evaluation and Impact in Science Communication, Social Media in the Communication Mix, and Arts-based Approaches to Science Communication. Each session added something new, practical, inspiring, and deeply relevant.
Deep down, I caught myself wishing I could have done such an MSc when I started my career. It was exactly the kind of creative and collaborative environment I’ve always loved.
April 29th2025: My first SCU meeting
This was a turning point. I had the chance to present my project to the entire SCU. The table was full of wisdom, and I met many of the members for the first time. The format —sharing updates followed by open feedback— revealed just how many inspiring projects and ideas were taking shape within the group.
I prepared a colourful presentation to introduce who I am and did my best to tell my research story. The feedback was sharp but generous. Listening to comments from Dr. Laura Fogg Rogers, Andrew Glester, and Dr. Andy Ridgway, and being challenged to rethink some of my assumptions, made me realise that my research was part of a larger, evolving conversation.
Afterwards, Emma told me she believed in my project. She encouraged me to attend a writing retreat and offered to help me review my methods. For a student far from home, her generous support felt like a gift.
May 15th2025: Writing together in the city
The writing retreat was one of my favourite days. We met in the Arnolfini Building, right in the city centre. Each of us worked quietly on our projects, yet the room was full of connection. During breaks, we talked about history, politics, and gardening. Dr. Amanda Webber had just returned from a field trip in Madagascar, and I was thrilled to finally meet her and hear about her experience there.
Over one of the breaks, David and I had a fascinating conversation about actor-network theory and its relation to situational analysis. He is a very kind human being, and it was great to find common ground in frameworks often used in science studies, and to see how we were both applying them in our own science communication work.
Later, I had an amazing one-on-one with Emma. We began by sharing our migration journeys before diving into the details of my work. Besides being generous and incredibly insightful, Emma is also fun and easy-going, making hard work feel light. That day, I left with a clear roadmap: coding tests, a stronger framework, and the reassurance that I was on the right track.
May 27-29th2025: The Conference!
After two years of working mostly alone, attending the 2025 Public Communication of Science and Technology (PCST) Conference with the UWE team felt like a privilege. It was even more special because the event was taking place right here in the UK, in Aberdeen.
Among the sessions, the discussion on Science Journalism for Development in the Global South resonated deeply with me. It explored uncritical reporting, science-unfriendly cultures, and the persistence of a neo-colonial scientific order — issues that felt close to my own research. The closing talk by Dr. Rajesh Tandon was equally powerful, calling on us to reclaim science as a public good in the service of democracy.
The PCST Conference at the P&J Live, Aberdeen
Beyond the sessions, reconnecting with colleagues, meeting authors I admire, and spending time with the wonderful UWE crowd reaffirmed why I love this field. One of the highlights was standing side by side with Beatriz Vietie and Ana — three generations of sabbatical students at UWE — a living symbol of mentorship and continuity.
I also had deep, inspiring conversations with Sarah Behenna, whose project with girls and science reminded me of the bigger purpose behind everything we do: to make knowledge inclusive, to help others, and to bring science closer to people.
June 5th2025: About lunch drop-ins
Not all growth happened in formal meetings or structured encounters. During a lunch drop-in, Ria Griffiths and Jane Wooster introduced me to the great British debate: cream first or jam first on a scone? The Devon or the Cornish way? We laughed and shared stories, and for me, it was another kind of learning. Two amazing women, full of facts, thoughtful about humanity, and completely okay with my Latin American laughter.
As a Bolivian abroad, these small cultural exchanges were just as important as the academic ones. The time spent with Ria and Jane in our office was full of moments that made me feel closer to British culture. They taught me about daily life, expressions, humour, and the quiet warmth hidden beneath the English rain.
June 9th2025: ABee Orchid on campus
Monday had just begun, and I was on my way to the library when I ran into a very concerned Amanda. The reason soon became clear: a newly bloomed bee orchidon campus, a rare and beautiful flower that doesn’t appear often in gardens. I’d seen a picture before in Emma’s office, so I understood the excitement.
Amanda explained how important it was to protect these rare blooms, especially since some gardening work was happening nearby. But to our surprise and relief, the gardener had already noticed the orchid and was being extra careful not to harm it.
It was a quiet, special moment, a reminder to slow down, to look closely… to stop and smell the roses…or, in this case, the orchids.
June 12th2025: Clare and Guidiana go for lunch
Throughout my stay, I was lucky to have the continuous support of Clare who somehow always found time despite her impossibly busy schedule. She is not only deeply knowledgeable but also incredibly thoughtful and clear, a person with the rare gift of making complex things simple.
I admired her ability to remember everything that was happening across the Unit, to share readings and bibliographic gems at the right moment, and to write the clearest, most encouraging emails. During my stay, she helped me rethink the structure of my research and how I see myself as a researcher.
Claire seemed amused by my Britophile enthusiasm: my excitement about the never-ending sunny days, the delicious dishes, and the authors and musicians I’ve admired since I was a teenager. That day over lunch, we got to talk about that: about our simple, human sides. I told her about my family following this experience from the other side of the ocean, and she shared stories that helped me see her beyond the academic brilliance.
At some point, I told her I’d been keeping a diary of my visiting research experience as a way of not forgetting any of it. She smiled and said, “We’ve never posted a diary format on the blog.” And now, we will.
Interlude – My Bristol Moments
Beyond the campus, Bristol itself became part of my research journey. The city has this rare energy: creative, kind, and full of curiosity. We The Curious absolutely blew my mind. It’s such an extraordinary concept: a space where families spend the afternoon playing with science. I loved watching parents, children, and grandparents exploring science side by side.
The planetarium was even better than expected: immersive, beautifully narrated, and rich in astronomy. I was fascinated by the M Shed Museum. There wasn’t enough time to dive into every detail but it offered a powerful reminder of how science, culture, and history intertwine in the making of place and identity.
Between those experiences, the street art, the concerts in the city centre, and the food I enjoyed (because yes, I really liked the food!) Bristol felt like a vibrant place where science, art, and everyday life flowed together with creativity, dialogue, and of course, a pint and a smile.
June 16th2025: Simplifying and deepening
A short meeting with Clare and Emma helped me realize something crucial: I didn’t need to cover everything. They encouraged me to focus: “Go deep, not wide.” Be exhaustive with fewer cases, keeping the analysis simple but meaningful.
Their advice changed how I approached my work. It showed me that solid research isn’t measured by volume but by clarity —by choosing with care and asking the right questions.
In a way, it was preparation for leaving: an invitation to refine, to consolidate, and to take the most valuable insights forward with me.
June 23th2025: The Farewell
My last day at the SCU office was a full house. It felt like a normal workday, yet I could sense that quiet mix of joy and nostalgia. I joined my final SCU Meeting, where I shared that my communication had been accepted for the Science Communication Conference in Mallorca, a piece of work inspired directly by what I developed during my stay.
We laughed about how much I’d grown to love English food (yes, really!). We took pictures, exchanged small gifts and I left a sombrero de saoas a small souvenir and gesture of gratitude. Then we had lunch and, later, one last drink together in the garden.
It was the perfect ending: simple, warm, and full of community. The kind of goodbye that doesn’t feel like an ending at all, but rather the start of a new chapter.
Gracias, Thank you
From the bottom of my heart, I want to thank Clare and Emma. You gave me guidance, patience, and trust. And to Achintya, Amanda, David, Jane, Sarah, Ria and all the SCU members who made Bristol feel like home. You didn’t just strengthen my research; you offered me community.
I came here as a PhD student from the Universidad Complutense de Madrid, carrying my own questions and doubts. I leave with stronger research, new friendships, and a renewed love for British culture. Jacket potatoes, scones, pints, ceilidh dances, rare orchids, deep conversations, and countless moments of laughter— all of it is now part of me.
In the autumn of 2022, with my MSc Science Communication at UWE Bristol drawing to a close, I found myself caught between a rock (my looming dissertation deadline) and a hard place (a highly competitive and unforgiving job market). An interview with Bristol-based science education magazine, Futurum careers, provided a glimmer of hope. However, while my master’s ended on a high, the interview ended in rejection, and I found myself in the confusion of a post-grad, post-COVID job hunt.
Not long after the interview, Futurum contacted me to ask if I would be interested in doing some freelance work for them as a writer, a situation that the scicomm master’s had prepared me well for. Over the next couple of years, I developed a close working relationship with the Futurum team, writing articles, producing podcasts and gaining experience until, finally, they offered me the job I had originally applied for.
All this to say, when one door closes, loiter outside for a couple of years until it opens again.
Graduating from the UWE science communication master’s in November 2022.
Futurum Careers is a free online resource and magazine aimed at introducing 14-19-year-olds to careers in STEM (Science, Technology, Engineering and Maths) and SHAPE (Social Sciences, Humanities, Arts for People and the Economy). We collaborate with academics from all over the world and translate their research into open educational resources such as articles, activity sheets, podcasts, animations and PowerPoint presentations. Our resources connect curriculum subjects with real-world research projects and the people behind them, showing students that anyone and everyone can find their place in STEM and SHAPE.
As an editorial assistant at Futurum careers, I spend my days editing articles, creating educational resources and producing podcasts. Every day is an opportunity to use and continue to develop skills that I first learnt on the UWE Bristol MSc Science Communication.
Looking back through my coursework, I can read my first clunky attempts at science writing and cringe at my first awkward, stilted podcasts. We all have to start somewhere, and as the course progressed, my confidence grew and I honed my technical skills. I learnt how to tailor my writing to a target audience, how to build flexibility into a structured interview, and how to sift through heaps of complex information to find the golden nuggets needed to build a narrative. Putting these skills into practice and receiving expert guidance and feedback was invaluable and allowed me to take my first steps as a freelance science communicator with a sure foot.
As well as skills, I also gained knowledge. I learnt about the deficit models and its downfalls, about trust in science and how to instil (or impair) it, and about science capital and the impact it can have on a young person’s prospects. Learning about these ideas gave me the context I needed to understand Futurum’s mission and find my place in the company.
A selection of Futurum careers resources.
Although I started working for Futurum as a writer, it is my work on the Futurum careers podcast that I am most proud of. As host of the podcast, I have interviewed all sorts of researchers from historians and philosophers to physicists, ecologists and even a marine bioacoustician. Chatting to these people about their research, their careers and their advice for students is the best part of my job. As I said in our recent editorial episode of the podcast, “[The podcast] is a really nice opportunity to get to know the researchers a bit better. And then I get to just sit back and listen to these people talk about their amazing lives and their amazing work. And it’s inspiring for me, so I hope it’s inspiring for the students that listen to it as well.”
Currently, I am working on an episode of the podcast with ethnomusicologist Dr Marcia Ostashewski and her team at the Centre for Sound Communities (CSC) in Unama’ki (Cape Breton), Nova Scotia. Marcia and I have been collaborating on a suite of educational resources over the past year, highlighting the diversity of researchers working at the CSC and the communities that they serve and support.
In September 2025, Marcia invited me to present these resources at a course on world music pedagogy in Halifax that explored the role of music in teaching and learning through diverse cultural perspectives and in relationship with diverse local culture bearers and communities. While public speaking is not my favourite thing to do, I was excited to travel somewhere new and push myself out of my comfort zone.
Presenting a Futurum careers PowerPoint at the World Music Pedagogy course hosted by the Centre for Sound Communities at Dalhousie University, October 2025.
In the end, half an hour of sweaty palms and stammering speech was well worth it. Not only did I get to listen to Julian Kytasty, a world-renowned bandura player, perform, but I also got to chat with him and learn about his musical heritage and traditions. Not only did I get to experience the joyful teaching of Mamadou Koita, a virtuoso balafón player from Burkina Faso, but I also got to play djembe alongside him and Afua Cooper, a slam poet, author and scholar.
To take part in this event was a truly special experience, and it’s just one of many highlights that I’ve had while working for Futurum. It’s a privilege to be able to say that I love my job and that I’m proud of what I do. In these uncertain times, it’s hard to know where my science communication career will end up, but I do know that it started in the Science Communication Unit at UWE Bristol, and I will always be grateful for that.
Playing djembe alongside Daniel, Mamadou Koita and Afua Cooper at the World Music Pedagogy course hosted by the Centre for Sound Communities at Dalhousie University, October 2025.
By Joe Aslett, UWE Bristol MSc Science Communication student 2022.
After almost three months back home, it’s nice to sit down and try to put into words the adventure I experienced at the beginning of this year.
I always wanted to have an experience abroad, and I never had the chance to do an Erasmus exchange during my undergraduate or postgraduate studies. So, I guess it was now or never — my last chance to try visiting a university overseas. A new adventure, and at the perfect time for my PhD, just before I dive into the you-know-what document.
I remember my last week in Portugal before I travelled to the UK. Let me get as much sunshine as I can before I never see the sun again for three months, I thought.
At least that’s the perception that we, Portuguese people, rooted by the sea and under the sunshine, have of the UK. To my surprise, though, the sun was shining on many days during my stay. As I told my colleagues at the SCU, “I’m going to be an ambassador for the good weather in the UK.” But, as they keep telling me, I was very lucky, it’s not always like this.
Weather talk aside — always the first topic to break the ice — my experience in the UK gave me three incredible things. I developed more confidence as a PhD student in science communication, had the chance to meet incredible people and, I’m now a fan of musical theatre – how many Wicked shows are enough?
Let’s focus on the first two topics here, which are most aligned with the purpose of this blog post.
I’m a PhD student in Science Communication, based at one of the leading biomedical research institutes in Portugal — the Centre for Neuroscience and Cell Biology of the University of Coimbra. My project sits at the intersection of health communication and information design. I’m using a participatory approach with clinicians, patients and families to create illustrated educational materials about autoimmune encephalitis. This group of rare but treatable brain disorders is still widely unknown. In fact, there is a lack of credible, accessible, understandable and relatable information available to patients and families living with this condition, especially in Portuguese. With this project, I’m aiming to help change this, while also contributing to research on how scientific designers and illustrators can use collaboration with end-users to design better and more effective communication methods.
Coming from a neurobiology background, switching to science communication meant learning an entirely new set of research tools, knowledge systems, and ways of thinking about reality — ontology and epistemology were just words that I had never heard before. Although I am well supported by an interdisciplinary group of supervisors, I wanted to learn more and have the experience of being embedded in a science communication research group. And the opportunity at the Science Communication Unit gave me just that.
At the SCU, I was hosted by Dr Margarida Sardo and Professor Clare Wilkinson, who provided incredible support by not only discussing and providing feedback on my project, but also mentioning the different opportunities that were open to me during my stay. These included participating in other projects and attending classes from the MSc in Science Communication at UWE Bristol. Having previously taken a Continuing Professional Development module with the team, I was unsurprised by how interesting, dynamic, and practical these classes were (after all, it’s a communication Master’s). However, the incredible and talented group of students I joined as part of the programme, who made me feel so welcome from day one, were another highlight of the stay.
I also got to explore and be inspired by UWE’s different campuses. I was mostly based at Frenchay (home of the SCU), but also spent time at Bower Ashton, the hub of the creative studies, and Glenside, with its picturesque buildings.
Since the best is saved for last, during my stay I met fantastic researchers, staff, and fellow PhD students. Most of my days were spent in SCU 2C010 with the best company, such nice and funny people: Ria, David, Achintya, Henry, Jane, Jelena (and, towards the end of my stay, Guidiana, also a visiting PhD student starting her own adventure).
Time flew during those three months, and I already miss it.
See you next time, SCU@UWE!
Ana Vasconcelos, visiting PhD student from the University of Coimbra, Portugal
Working with liquid nitrogen can be a daunting experience. It can suffocate in an ill-ventilated room, leave horrendous burns from seconds of skin exposure, and turn a banana into a deadly weapon…And yet it somehow pales in comparison to working with teenagers.
That is why I first reached out to David Williams to help out on ‘Physics in the freezer’. The MSc Science communication at UWE Bristol, more than anything, has taught me that while science is a subject that can be learnt, communication is a skill that must be lived and practised. And communication with young people is a skill unto itself.
Davids’ last bit of theatrics, disposing of Liquid Nitrogen after a show.
David set up ‘Physics in the freezer’ to combine his two passions: teaching and conducting dangerous science experiments. He has created a set of shows featuring different demonstrations using magnets, liquid nitrogen, and superconductors. He takes these shows to primary schools around the South West to inspire kids into STEM. To his credit, David quickly realised that the most aspirational way of delivering this content is with young presenters. As such, we spent two days in Breacon Beacon High School, not just showing these demonstrations to sixth-form physics students, but teaching them how to deliver one.
It was an early start on Tuesday, as we arrived at the school and got everything set up in their science labs. I’d had a practice session with David and run the show for year 5 (9-10ys old) twice at this point, so while not new to the material, I was filled with equal parts excitement and apprehension. The aim of the first day was to run through a whole show ourselves and then have our sixth formers pick and practise which parts they wanted to do. We ended up with a class of 7 and got straight into a lengthy safety briefing. Above I outlined just a few of the dangers of working with liquid nitrogen, but in truth, like many things in life, a sensible approach and a healthy dose of fear significantly reduce the risks. It was then on to the demonstrations.
Alice pouring liquid nitrogen into a kettle to create the ‘whistling kettle’
We always start with an introduction that covers the basics of the physics and the wonder that comes from seeing liquid nitrogen poured for the first time into a large glass dewar (a specialized container designed for storing and transporting cryogenic liquids). Smoke (or rather water vapour) billows down the sides, whilst the surface fizzes, pops and dances like quiet fireworks. The children at the shows love it, and even these teenagers seem somewhat impressed. Next, we proceed to pour liquid nitrogen into a steam kettle and listen to it whistle. I was in charge of this one, and while I’m used to getting ‘ohhs’ and ‘ahhs’ from a Year 5 audience, the sixth formers were less than impressed. Fine, and very understandable, but unsettling, nonetheless. Good thing we had bigger and better things up our sleeves. The following few demonstrations involve freezing, shrinking and bursting balloons, smashing frozen bananas and producing smoke-filled bubbles.
Sixth formers then separated themselves into groups and got to work learning the script and practising the demos. I had a group of three demoing a whistling kettle and smashing bananas. Teenagers, once you get talking to them, are not nearly as scary as they seem, even if they did constantly quote memes at me that I’m apparently too old to understand (I’m 25, that seems unfair). They were about as enthused by the material as you can hope for from people who have willingly chosen physics but less so willingly come to school.
After 4 hours of hard work and participation, we rewarded them with a more advanced show on superconductors and magnets, which was a perfect end to a long day, especially for me, who hadn’t yet had the chance to see some of these demonstrations. It’s a real bonding experience to realise that students, teachers and demonstrators alike are all kicking their feet and giggling overshooting frozen magnets 5 feet in the air.
Flowers being frozen in Liquid Nitrogen
On Day 2, we were putting our prodigies to the test; they were to give three shows back-to-back to local Year 5 students visiting the school. When David had first told me about this timeframe, it seemed to me to be a trial by fire, but having now done it, I understand just how valuable ‘just getting to do it’ is for learning. And they were terrific. They read from scripts, of course, no one wants to spend a hot June evening practising lines, but every one of them came out of their shell and, show on show, improved vastly. By the end it felt damn near professional. I took over a few of the demos for students who had to leave early and had a blast getting to improve my presenting skills further and go off script with a newfound confidence.
The idea of throwing yourself into an unknown field with a dangerous substance and plenty of public speaking might make you squirm. I would argue it should. But I never once felt unsupported or overwhelmed. David made sure of that. My biggest takeaway from this experience is to put trust in yourself when you are the learner, and trust in others when you are the teacher. Participating in physics in the freezer gave me the opportunity to be both of those things, and I cannot recommend it enough to others who want to grow their communication skills. Also, child, teenager, adult: who wouldn’t want to smash a frozen banana?
By Alice Thomson, MSc Science Communication student, UWE Bristol
Last month on a hot afternoon I presented at my first external conference – Nature Connections 2025 hosted by the University of Derby Nature Connectedness research group. My presentation was held in the beautiful Electric Daisy gardens. This was my first presentation as a PhD researcher and was the perfect platform to share my research, which is all about the social and cultural influences we have growing up and how that might impact individuals nature connectedness and access to citizen science.
The Electric Daisy Gardens, a buzzing Oasis in the heart of Derby city centre, created to bring people together for connection, culture and nature. Photo by Natural England, licensed under the Open Government Licence v3.0 (https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/).
The University of Derby Nature Connectedness research group was established to understand the human relationship with the natural world and the benefits that come with feeling connected. These benefits include improved mental well-being and enabling pro-nature behaviours, meaning a better relationship with nature helps both people, and the climate and environmental emergency we currently face. Headed up by one of the UK’s leading experts on nature connectedness – Professor Miles Richardson the group have been fundamental in establishing a measurable pathway to nature connectedness, outlined in their Connecting Families with Nature handbook. This pathway provides five routes to a sustainable connection with nature as sometimes, simply being in or looking at nature, is not enough to form a meaningful relationship.
Professor Miles Richardson undertaking his welcoming speech on day one of the Nature Connectedness 2025 conference. Photo, authors own.
To say I was nervous about presenting at the conference was an understatement. Having pretty much submitted my PhD thesis during the conference, I had got better at dampening my inner saboteur. I’ve worked on my PhD whilst being a single parent and the journey to completion has not been easy. I had been wanting to present at a national conference for some time, and many aligned with my research, but often they fell within the school holidays, when finding childcare can be difficult.
My PhD was in collaboration with the National History Consortium. This fantastic organisation knew that citizen science brings benefits to mental health and wellbeing and wanted to understand how they could better reach minoritised groups. The research started by determining barriers to participation, but conducting surveys and interviews it soon became apparent to me that the ‘Nature Capital’ a person has access to (defined here as the social and cultural resources that support engagement to the natural world) also impacts not only their relationship with the natural world but whether they access citizen science. My research shows evidence that individuals with greater access to supportive nature experiences, informal and social settings about nature feel more connected to it. This reaffirmed what I had always suspected, there are disparities in whom can access nature and the benefits this brings.
Back to attending the conference and my feeling of anguish. Being an ex-teacher, I was not short on experience in presenting to large groups. This conference was different. Here, all the experts in nature connectedness were sharing their findings, experiences and all felt as passionate as me about nature connectedness. This aspect of attending was amazing. To be surrounded by like-minded individuals who care deeply about the natural world was truly inspiring. It was the in-between conference stuff I was more nervous about. Taking me back to feelings at school of trying to find a seat in a busy canteen through the bustle of individuals already engaged in conversation, these same feelings played a part in my imposter syndrome. Surely I was not good enough to be there.
As it was I was presenting at the end of the conference, not a choice I would have made as I’m a get it over and done with type of gal. With the audience of academics, practitioners and experts in the field of nature connection all waiting eagerly in the blaring sunshine I had already worked up a sweat. It felt like each talk was a reminder of where I had gone wrong in my meticulous planning and practising. Was it too late to change? Obviously, it was, I would be on in thirty minutes and my presentation had been submitted in advance. If anything, I had over practised. A habit I had developed early on in my teaching career, as I knew if I practised my lessons thoroughly, I could handle all that a room full of teenagers threw at me.
The talk before me was about experiences of low-income residents and allotment gardening and was a great back drop for my talk. As it ended, I could hear the shrill high-pitched noise in my ears and felt the clammy sweat building on my already sticky hands from sitting in the sun. The time had come. It was my turn to present my research on nature connection and Nature Capital to UK experts.
I am happy to report the presentation was a success. I was handed a microphone so felt like a pop star. I even manged to crack an awkward joke. It’s an amazing rush when you get to present your findings from three years of hard work. The time flew and before I knew it those dreaded words of ‘are there any questions’ were being asked by the host. I had mixed feelings when no one piped up, did that mean they were not interested, or did they just need rest after a hot afternoon in the sun? I was soon reassured it was the latter. Several people approached me after my talk to compliment me and I was even mentioned on Linkedin! Natural England even posted a wonderful blog all about the conference content. I had arrived!
My thoughts about presenting at a conference for those that are considering it? It is scary but worth it. The brilliant people I met and spoke to, all the wonderful talks and workshops, the experience of being surrounded by so much passion about nature, left me feeling rejuvenated but tired! What now? Well, I have submitted my PhD, and the conference reaffirmed the career path I wish to take; I want to be part of the world of nature connectedness. I want to help and supporting people from disadvantaged backgrounds (like me) to have a better nature connection so that everyone can reap its benefits.
A huge thank you to the University of Derby Research group for allowing me to attend and present at the conference and to the Natural History Consortium and UWE Bristol for supporting my PhD research. #NCx25
By Jen Weston, PhD student, Science Communication Unit, UWE Bristol.
In April 2025 I travelled to Germany for my MRes project, research I am undertaking as part of the UWE Science Communication Unit. There I explored both interdisciplinary practice as a whole and more specifically, scientist’s personal experiences of Science-Art collaborations, which will in turn, inform my research project.
I’ve had an interest in Science Communication since I studied my Biomedical Science degree, and after 10 years of working in molecular biology laboratories I decided it was time to start a new career path to get my mind thinking in new and interesting ways. In June last year, having just returned from a trip to Berlin, one of my favourite European cites, I saw my MRes project advertised on the UWE SCU LinkedIn page; it involved art (which I love), science (which I also love!), talking to people (I’m a sociable gal) and potentially, a trip to Berlin… it felt like this opportunity was tailored for me. So, I took the leap, I applied for the MRes project, got the spot and gleefully re-entered higher education last September.
I was over-the-moon to be researching Science-Art, with the project itself exploring the experiences and impacts upon scientists who take part in Science-Art (or Sci-Art as its often described) collaborations. After our first couple of meetings my supervisors and I decided it would be best to carry out qualitative data collection via semi-structured interviews, asking questions about how these scientists felt during such collaborations, if it has affected their thinking at work and what their relationship with artists were like. I planned on using these interviews to step into the scientists’ shoes and understand their perspective of these unique phenomena, using this to potentially inform future Science-Art collaborations.
Schloss Solitude Stuttgart
Some of the interviews were carried out online but some happened in-person in Berlin, with my co-supervisors at the Schering Stiftung, a Science-Art foundation in Berlin, kindly funding this part of the endeavour. They also organised for me to go to a weekend of workshops in Stuttgart, at the beautiful Schloss Solitude site, an organisation that hosts academics from many disciplines, (including arts and sciences) to collaborate on interdisciplinary projects.
The workshops were discussing the concept of ‘Metabolic Futures’; how society, economy and ecology is driven by the transformation of materials, with talks, walks, discussions and artworks covering industrial farming, waste generation and circulation and changes in our foods systems. It was very much an interdisciplinary venture, and I found it immensely interesting and inspiring; meeting people from many fields and even managing to grab a cocktail out with a group of them after a wonderful, pickled food dinner on the final evening.
Metabolic futuresLake LabSchering Stiftung
After the workshops in Stuttgart, I took the train to Berlin to conduct my interviews and attend the opening of Emilia Tikka’s Science-Art exhibition, ‘Johtingeaidnu – The Path Within’, at the Schering Stiftung foundation. I was based at the Schering Stiftung gallery, but interviews took place in locations across the city including the Botanical Gardens, a laboratory by a huge lake and a cute café in the Winsviertel district. It was a delight to hear how much joy these scientists gained from working with artists and I’m excited to dig deep into the analysis of the data collected.
Botanical Garden and Museum Berlin
The opening night of ‘Johtingeaidnu – The Path Within’ was a buzz of activity, with speeches, fizz, pretzels and of course, the main attraction, the artwork itself. There were several pieces including two short films, an illustration and a projection in a Lavvu, a type of tent used by the Sámi people, all beautifully made and thought provoking. The pieces speculate about shared memories of ancestral migratory paths between Reindeer and humans via epigenetics. As a former geneticist I loved exploring this area more conceptually than I was used to in the laboratory, I shared a similar sense of wonder and joy those scientists felt when they were working with artists, their work appreciated from a new angle.
Exhibition Johtingeaidnu – The Path Within at Schering Stiftung
I finish my MRes in October, and although my workload is high, with my science communication research covering art history, sociology and philosophy, the support of my supervisors Dr David Judge (UWE), Professor Emma Weitkamp (UWE) and Dr. Katja Naie (Schering Stiftung) means I’ve very much relished the experience and hope to continue in this direction on my new career path.
By Stephanie Wakeman, MRes Science Communication student
In May 2025 ten members of the Science Communication Unit (SCU) headed to Aberdeen, Scotland for the bi-annual Public Communication of Science and Technology Conference (PCST). PCST is an organisation that promotes discussion on the theory and practice of communicating science, and of public discourses about science and technology and their role in society. Every two years it hosts a conference gathering well over 600 science communication researchers, practitioners, and students from around the globe. Members of the team provided input to over 15 different conference sessions, poster presentations and pre-conference workshops. In this blog post I’ve aimed to capture a small flavour of the work that we presented, as well as share some of our reflections on the conference.
Dr Sarah Behenna stands with her first conference poster
Let’s start with Dr Sarah Behenna. Sarah shared work from the Science Hunters project, conducted with Dr Laura Hobbs, which was supported by a Royal Academy of Engineering Ingenious Award to encourage children from under-represented backgrounds to discover the many facets of engineering involved in sustainable development, and provide them with opportunities to apply their newfound knowledge by creating their own model sustainable solutions and communities in Minecraft. For Sarah, PCST was an opportunity not only to present her first conference poster, but to learn more about the history of science communication as a field and to understand how challenges can be shared across countries, and how we can learn both from the past and each other. You can read more about Sarah and Laura’s work in this recent blog.
The Inspire Sustainability team showcased research from their public engagement work at PCST 2025. Two posters were presented from the team, featuring work from Dr Louisa Cockbill, Sophie Laggan and Dr Laura Fogg Rogers about their Inspire Green Futures project, and also on the MAKERS project by Dr Laura Fogg Rogers, Kat Corbett, and Dr Joe Butchers. PCST showcased similar themes to these projects, including around citizen engagement for sustainability, with keynotes discussing how science communicators can empower action in partnerships with universities. This was timely with the publication of a new article from Laura’s team, which explores science communication’s role as a knowledge broker between scientists, policymakers, and citizens to co-develop public decisions for sustainability. Evaluation is a strong component of this work and Karen Collins, who has recently started a PhD in the SCU was also in attendance at the conference. With a focus on exploring science communication evaluation in her work, Karen was able to join a number of relevant sessions and further develop her networks.
A conference keynote photo from Guidiana Landivar Paz
Dr David Judge’s presentation asked how a science centre became the heart of one of the largest urban regeneration projects in Europe. David has traced the development of one Millennium Project, Bristol 2000, which regenerated an area of long-derelict docklands in the heart of Bristol, UK, and included the science centre later known as At-Bristol (now We The Curious). David shared how this aimed to create a new city centre which brought together science, nature and the arts. As well as considering historical developments, my inputs to PCST aimed to provoke some ethical reflection in a workshop exploring tensions and transitions in ethics surrounding science communication and public engagement.. This drew on work undertaken and recently published as part of the INSIGHT project, kindly funded by the Leverhulme Trust. I also contributed to a session exploring citizen science, sharing thoughts from a recent project focused on citizen science in the context of death and dying, which was featured in an open access collection published by the journal Frontiers in Environmental Science.
Dr Andy Ridgway featured throughout the conference programme. Andy contributed to a pre-conference workshop organised by the PCST Teaching Forum. The Teaching Forum is an international network of science communication lecturers who teach students at undergraduate, graduate and PhD level and the workshop considered use of AI in teaching contexts. During the conference Andy also facilitated a session drawing together work occurring on the European Competence Centre for Science Communication/COALESCE project for which the SCU is the UK Hub. This session posed the question ‘will we ever overcome the misinformation crisis in science communication?’ and explored national differences in problems generated by misinformation, as well as differences in approaches to tackling it. Andy said “for me the big take-away from PCST is the sense of connection it gives with the community and the positivity there is in any interactions. We’re lucky that in the SCU there are many of us who teach and research science communication. But many of those working in the field are working on their own in a similar role in their own institution. But even with the connections we have within the SCU, PCST really does help us feel part of a bigger community – and it’s always refreshing to not have to try to explain what you do when you start a conversation!”. The European Competence Centre for Science Communication featured in many events across the programme, and Dr Achintya Rao also joined the event, supporting communications and other activities associated to this project over the conference period.
Both Andy and Professor Emma Weitkamp also shared findings from research conducted in India and the UK, funded by the British Council, investigating science journalists’ working practices. These presentations examined data gathered from approximately 120 science journalists, including professionals from Brazil, Russia, India and China (BRIC) and Non BRIC countries exploring how science journalism is changing and evolving with emerging technologies like AI, and considering training and ethical recommendations for the future. For Emma, PCST offered an opportunity to catch up with old friends, as well as meeting new colleagues and she shared that “the opportunity to discuss research with people from around the globe, helps shape ideas, new research and funding applications that will emerge from the connections made and strengthened”.
On the theme of science journalism, Ria Griffith had a poster included in the conference on her PhD research, which is investigating the perceived disconnect between academic research and practice in science journalism, contributing to discourses of professionalisation of the field. Henry Bennie also participated in his first PCST conference, allowing him to connect with researchers and projects that relate to his ESRC funded PhD research examining media representations of Quantum Computing. Henry said, “the session that keeps rumbling around my head is the parallel session, ‘Tensions in communicating discovery science – changes over time’. So much of science communication is focused on relevance to audiences and society so naturally applied science is heavily communicated, and it is the focus of much (if not all) of science communication research. This discussion has helped broaden my thinking about how we can talk about emerging technologies that often have unclear applications and delivery timeframes, and how research can help identify new modes to communicate discovery science”.
Dr Amanda Webber presented research undertaken at UWE Bristol with our MSc students. Amanda’s talk, ‘”Lecturers chose such weird papers”: supporting scicomm students’ learning transitions’, shared findings from a recent article we co-authored that demonstrated students develop critical awareness of science communication models and the need to recognise and engage with multiple publics through our teaching. Amanda also shared how our MSc empowers students by supporting the development of their own identity as a science communicator. For Amanda the highlight of PCST was also “the people” and having a chance to meet and engage with others working in and/or researching science communication. Amanda said, “PCST also reminded me what a privilege it is to be part of the UWE Science Communication Unit – the unit is very well known internationally and part of so many networks and projects, it is great to be part of that.”
Ana Vasconcelos, Dr Amanda Webber, Guidiana Landivar Paz, Beatriz Vieite, Dr David Judge and Henry Bennie at PCST 2025
On that note, we were delighted to be joined at PCST this year by three PhD students who have stayed at the SCU for sabbaticals in 2024/25. Beatriz Vieite (Universidade de Aveiro) presented her study on mapping Portuguese biological collections, where she is aiming to characterise collections in terms of science communication, the strategies that are currently being used by their staff (curators and coordinators) and the difficulties they face in these contexts. Ana Vasconcelos (Universidade D Coimbra) shared her PhD project, which is seeking to explore how to design information to promote effective communication, health literacy, and patient understanding of Autoimmune Encephalitis (AE), a relatively rare but treatable group of immune brain disorders.
Ana shared that what stood out to her during this PCST was how the field of science communication is becoming increasingly aware, not only of the importance of co-creation and participation, but also of the value of being more open to other knowledge systems. “There was a strong emphasis on creating opportunities for mutual learning between academic knowledge and lived, embodied knowledge, highlighting that this is what true participation should be. I think this message came through particularly strongly in the keynote sessions, and I found it particularly valuable for my PhD research”, said Ana. Guidiana Landívar Paz (Universidad Complutense de Madrid) used PCST as an opportunity to reconnect with colleagues she’d previously met in Rotterdam at PCST 2023, and sessions on policy and science communication, science journalism in the Global South, generative AI, as well as the closing keynote, proved particularly valuable to Guidiana’s research on science communication before and after the COVID-19 Crisis in Spain and Bolivia.
The University of Aberdeen captured by Dr Achintya Rao
I was delighted to not only see so many members of the team representing their work at PCST (also acknowledging our colleagues contributions that were not able to make it to the event), but to reunite with many of the graduates we have taught and former members of the SCU, who are now advancing their careers in a wide variety of different locations and organisations. Amongst the hard work, the team also fitted in some wildlife spotting, local history, ceilidh dancing and an infamous karaoke night! Thank you to the PCST conference organising team for hosting us in Aberdeen, next stop Shanghai in 2027.
