New Minecraft programme allows children to digitally engineer the West of England

Posted on

A new Minecraft programme featuring iconic Bristol and Bath landmarks is allowing children to digitally engineer the West of England, improving their scientific knowledge and encouraging them to consider Science, Technology, Engineering and Mathematics (STEM) careers.

The Digital Engineering Technology and Innovation (DETI) programme team at UWE Bristol have been exploring digitally engineering the West with local children, using the incredibly popular block-building video game Minecraft.

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 variety of constructions. Players can easily make changes to their builds and quickly visualise new ideas, much like computer-aided design (CAD) software used for digital engineering.

The DETI Skills Inspire team partnered with local design and engineering consultancy Atkins, and Minecraft experts Dr Laura Hobbs and Jonathan Kim, to create a scale recreation of Bristol and Bath within the game, allowing local children to explore, build, re-design and re-engineer their very own cities.

Consultants from Atkins created a programme to convert Ordnance Survey data into a to-scale Minecraft world, allowing a highly detailed Bristol and Bath to be created – the West in Minecraft.

This new world was then populated with famous engineering landmarks such as the Clifton Suspension Bridge, Bristol Temple Meads Station and the SS Great Britain.

DETI Skills Inspire has been using this new Minecraft world at after-school STEM clubs recently established in Lawrence Weston and Easton, Bristol, as part of a STEM in the Community project funded by UWE Bristol and the STEM Ambassador hub West England, in collaboration with local community groups in both areas.

By re-creating these areas of Bristol within the game, children from both Lawrence Weston and Easton are able to explore the parts of their community that are familiar to them, piquing their interest and giving them power to reshape where they live.

Exploring new areas of the city through Minecraft also opens up opportunities for children to visit and talk about some of the city’s famous landmarks, many of which they may never have seen before, strengthening their knowledge and cultural connection with these areas and our city as a whole.

Liz Lister, Manager of the STEM Ambassador Hub West England, said: “Giving young people access to these places and giving them power to reshape them, even if it is just in Minecraft, offers them the opportunity to imagine their world as being different to what it is now. We hope that planting the idea that we can have some control over our own environment will lead some young people to think about the relevance of design and engineering to their lives, and then perhaps on to thinking of themselves as designers and engineers of the future.”

The activity utilises the approach developed by Science Hunters, which is based at UWE Bristol’s Science Communication Unit and Lancaster University, and is affiliated with their Royal Academy of Engineering-funded engineering strand Building to Break Barriers . The game has proven to be a successful educational tool, and evaluations undertaken by Science Hunters indicate that use of Minecraft through their approach  both attracts children who might not otherwise have engaged with science learning, and successfully improves scientific knowledge and understanding after participating in sessions.

Dr Laura Fogg-Rogers, Senior Lecturer in STEM Education and Communication at UWE Bristol, said: “So far ‘the West in Minecraft’ has been a huge success amongst the young people attending these STEM clubs. There has been much excitement at finding their own homes within the model city, re-building structures and adding to existing ones. Farms have been built on rooftops as the children have been encouraged to think about how they would re-design their city for a net zero future.”

A set of school resources to explore digital engineering, using this new Minecraft world, are currently being developed by the DETI Inspire team for release next academic year. These 1-2 hour lessons are currently being trialled with local primary schools, linking activities to the curriculum and drawing on several different subject areas to allow for a cross-curricular and rather unique learning experience.

New community STEM club launched in Easton

Posted on

STEM @ Baggator is a community STEM club for young people in Easton that takes place after school on Mondays (3-8.30pm) and welcomes all young people in the area to drop by and join in!

The club was co-developed with members of the local community, with support from the STEM Ambassador hub for the West of England and the DETI Inspire team at UWE Bristol, as part of a STEM in the community project funded by UWE, which aims to help STEM Ambassadors and UWE students collaborate to run STEM (Science, Technology, Engineering & Maths) initiatives that are relevant to their local communities.

Lego Mindstorms being assembled at STEM @ Baggator

STEM @ Baggator had a hugely successful launch event last week, with over 30 local young people joining in for some robot building and racing! There was a wonderfully positive atmosphere throughout the evening with everyone keen to get involved and even help tidy up all the stray pieces of Lego that had found their way onto the floor, as Lego tends to do!

At the next session, the team will be trialling a brand new activity which will have young people re-designing their local areas digitally, using the popular game Minecraft and a specially designed scale model of Bristol city.

A swarm of robots at STEM @ Baggator!

STEM in the community is an ongoing project based at UWE Bristol and we’ll be sharing more news of the initiatives that are being co-developed with other communities in the West of England region. If you would like to know more about STEM @ Baggator or would like to collaborate on a new community STEM project, please contact the team at deti@uwe.ac.uk

DETI is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

This post was originally published on the Engineering Our Future blog.

Women Like Me engineers inspire Bristol primary school students

Posted on

Based in the Science Communication Unit and Department of Engineering Design and Mathematics at UWE Bristol and organised by Dr Laura Hobbs and Dr Laura Fogg-Rogers, Women Like Me is a peer mentoring and outreach project, aimed at boosting female representation in engineering. It is supported by the initiative for Digital Engineering Technology & Innovation (DETI).

Engineers on our Women Like Me programme are currently undertaking engineering outreach and engagement with children in the Southwest. Recently, Whitehall Primary School in Bristol asked if our engineers could answer questions from their Year 2 pupils as part of their ‘Amazing Engineers’ topic.

The children’s perceptive questions ranged from ‘Why did you want to be an engineer?’ to ‘Did you play with Lego when you were 7 years old?’:

  • Why did you want to be an engineer? 
  • Do you know what your next invention/work will be? 
  • How hard is engineering? 
  • Did you play with Lego when you were 7 years old? 
  • What kind of things do you use at work? 
  • What kind of engineer are you? 
  • Do you like your job? 
  • Did anyone help you with your first project? 

Four women in engineering, three from our current cohort and one a Women Like Me alumna, produced videos in which they answered the children’s questions, giving them both insights into the varied roles in engineering, and representation of diversity within the sector.

With women making up only 12% of engineers in the UK, more girls need to connect with engineering as a career, with positive female role models, and more women need to be supported to make a difference in the workplace. Find out more about the importance of diversity in engineering here.

More ‘meet an engineer’ videos can be found in our playlist.

The school described the connection with engineers as a “great experience for the children”. They really enjoyed watching the videos and hearing from real-life engineers answering their questions.

The children absolutely LOVED the videos! They were talking about them for days – really excited and buzzing! We’re so grateful for the time taken by your engineers to record them.

Kathie Cooke, Whitehall Primary School

Digital Engineering Technology & Innovation (DETI) is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. Industry partners include Airbus, GKN Aerospace, Rolls-Royce, and CFMS, with in kind contributions from UWE, Digital Catapult and Siemens. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

This post was originally published on the Engineering Our Future blog.

Meet Me in Another STEM Career

Posted on

In science communication, we often talk about science capital: the concept of feeling like science is “for me” as a result of sum of all the experiences and resources we’ve encountered that build up an interest in science. Everything from having parents in science, being taken to science-related events and having just one excellent teacher can change our lives to one where we pursue a career in STEM (science, technology, engineering, maths).

It’s sometimes difficult to work out exactly what might have pushed us into ambitions within science as a child, especially as we don’t know what we would have ended up doing if it wasn’t for that one teacher we had, or we had been ill the day the school trip went to the science centre. But what if we did have the opportunity to live our lives over and over again? We’d be able to work out exactly what it is that leads to the career paths we take. This is exactly what happens in Catriona Silvey’s “Meet Me in Another Life”, a soft sci-fi novel coming out on 8th July 2021. The novel follows two protagonists, Thora and Santi, who share the same preoccupation with science, the stars, and astronomy. They live their lives over and over, with each chapter painting them in a different relationship (e.g. friends, parent/child, teacher/student, colleagues, lovers, doctor/patient, etc.). In each life, they’re the same people, but due to different circumstances and relationships they don’t always end up following the same careers. Their careers are usually science-related, but not always, and it’s interesting to think about where they end up in their lives through the lens of science capital.

Catriona Silvey

I recently interviewed for Catriona Silvey for The Cosmic Shed and asked her about science capital. In her answer she lays down barriers resulting from internal, personal struggles, interpersonal relationships, and structural barriers in our society. She said: “I realised that I’d written book about these two very driven, very passionate people who mostly repeatedly fail to achieve their dreams.”

“Barriers can be very different for different people depending on their circumstances. Thora’s problem, especially towards the beginning of the book, is that she feels like she has too many choices. Which is quite a privileged position to be in, but it means she sort of ends up sabotaging herself, because quite often she won’t pick the thing she really wants to do because, fundamentally, she’s scared she’ll fail at it, and there’s nothing worse than failing at the thing you really, really want to do. So that’s very much a personal, internal barrier.”

“Another barrier for her is her parents,” Silvey goes on, “her parents have a very fixed idea of the person she is and what she should focus on, and it’s the humanities. And that, in some of her lives, really strongly influences her.”

“Santi’s problem is kind of the opposite of Thora’s problem in that he has a lack of opportunities. He’s a man and he’s straight, but on every other access he has less privilege than Thora has. His parents are working class, whereas hers are professors. He is not a native English speaker, whereas she is. Thora’s family are usually immigrants by choice, whereas Santi’s family are immigrants through economic necessity. For all these reasons, he often doesn’t have the opportunities he wishes he would have, and so his barriers are a lot more structural.”

While investigating what leads us into our careers certainly isn’t the central point of the book (the most pressing theme is really the need to find out why the protagonists are stuck in a time loop), I think for those working in science communication, Meet Me in Another Life offers an interesting meditation on science capital, giving us an experiment we can’t do in real life and wrapping it up in a vivid, gripping, beautifully-written novel.

You can listen to the podcast here:

Dr Hannah Little, Senior Lecturer in Science Communication at UWE Bristol.

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

Posted on

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

Posted on

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

Posted on

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

Posted on

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

“It gave me the confidence to consider science communication as a career…”

Posted on

Kassie at NASA Ames in front of the Stratospheric Observatory for Infrared Astronomy (SOFIA)

My name is Kassie. I’m a storyteller, science facilitator, and science advocate. I work as a federal contractor for the Bay Area Environmental Research Institute at NASA Ames in Silicon Valley. A decade ago, I would have never expected my career to head in this direction. I’ve always enjoyed science – especially robotics and space science – but early on I was drawn to the humanities. Reading literature taught me about the human condition and prepared me to think critically and communicate clearly. Effective science communication follows a similar thread: communicate clearly and connect with your audiences through good storytelling. We’re not data processors, after all.

I discovered science communication after a bit of soul-searching. In my early 30s, I worked as a research communicator at Saïd Business School, University of Oxford and I wanted to level up my practical experience with training courses. Well, I didn’t find research communication training, however, ‘science communication’ popped up. Huh, interesting. I was curious and signed up to the week-long Science Communication Masterclass taking place in Bristol and organised by the SCU. At the end of the week I was hooked. That was it for me. I didn’t know in what shape or form, but science communication needed to be in my future!

At NASA, I’m the go-between for our scientists (the science community) and members of the public. The best way I can explain it is finding that sweet spot connection between exploring the science and humanity in our work. I do a lot of interviewing. I ask scientists about their science journey and challenge them to explain their science like they were presenting at a science museum and to eager science enthusiasts. Explain the acronyms! 

I learned to practice upstream engagement at UWE Bristol. Now I understand how to better incorporate inclusive learning experiences and fostering two-way dialogues. Just as it sounds, it implies creating space for members of ‘publics’ early on in science conversations and working together – as opposed to disseminating and hoping for the best. It challenges perceptions in our current model of science discourse. At NASA this can be a tricky, however, things are getting better! Citizen science is where it can really take off.

Kassie in front of the new Hidden Figure Way, at NASA HQ in Washington DC.

It took a few years, but we’ve recently developed a citizen science proposal around this concept. We – a small group of astronomers and science communicators – are developing engaging science communication content via videos, inviting people along the science journey with astronomers as they look through data – augmenting a current citizen science project called ‘Planet Hunters’. We are not shying away from technical aspects and delving into the nitty-gritty astronomers experience during the process. Citizen scientists will lend their expertise, lead video content, and can influence the direction of the tutorials. Instead of pushing out content WE think people are interested in seeing, we will be working alongside citizen scientists and listening to their anxieties, concerns, and building our project together with them. Scientists, citizen scientists, and science communicators. Our little project is only just starting – wish us luck!

None of this would have been possible without my training at UWE, which I continued after the Masterclass by completing an MSc in Science Communication. The teaching staff nurtured my budding interest in robotics and electric vehicles. I decided to focus my MSc project dissertation on public perceptions of autonomous vehicles. I felt a personal sense of accomplishment with my deep dive dissertation. Shortly thereafter, I interviewed with NASA leadership and moved back to California for this job. Like any new role, it has evolved over time. I still get to write about cool science topics, but now I’m more involved in day-to-day management as a managing editor and my brand new citizen science project!

My advice: if you’re thinking about science communication, give it a go. Attend a taster, attend the Masterclass. It will be rigorous and challenging, but you’ll walk away with skills and confidence to go after anything. I know I did. Then come join me at NASA!

Kassie Perlongo