The Shape Our City research project and consultation offers a new way to engage residents in decision-making in Bristol. As a participatory artist with a background in Sustainable Development and Community Development, I was interested to work with the Shape Our City team to bring my own creative methods and engagement activities together with the fantastic digital consultation tools, public art and illustration they had already initiated.
My process focussed on creative, versatile and participatory tools, which could be used and re-used in a variety of contexts – by researchers, facilitators and, most importantly, residents. This took the form of a series of icons for each of the research areas as round stickers, which were used to code tags of comments and ideas from residents. The tags were added to three fabric banners, which were made for each of the focus areas: Barton Hill; Lawrence Weston and Knowle West. This took place over a series of community workshops; a free lunch in Barton Hill and stall at Knowle West Fest. The banners showed an illustrated map of each area as a visual prompt for residents to identify areas for public health and urban improvement in their communities. They were designed intentionally unlabelled and unbranded so the communities can be gifted them to use for their own projects, consultations and events.
From these events we saw that residents were interested in the banners themselves, and the stickers worked well to help prompt conversation in each of the research areas. Children in Barton Hill loved leading the banner walk themselves, parading the map proudly as they ran around the local area, with parents identifying areas for public health improvement. One of the researchers attended the local lunch, which was a great way to show residents that they were influencing research and genuinely being listened to. It was also beneficial to show researchers the effectiveness and impact of creative consultation processes and the power of talking to people in a more informal environment.
In order for the process to continue to increase participation in public decision making, creative engagement processes and community conversations need to become more embedded in research and urban planning processes and more of a genuine exchange. Local people need to be further seen as the true experts in their local area, and a diverse group of residents needs to be continuously engaged and welcomed into a two-way dialogue and relationship with the powers that be. This needs to be beyond (but still including) the community planning groups, the local forums and active residents to include others who may get left off the rota of groups to consult. Blaise Weston Residential Home was a great example of a group of residents with a wealth of knowledge of the local area actively wanting to take part in consultations but being regularly left out of such conversations. We held a drop in workshop with Blaise Weston Court and simply sat and chatted with residents, staff and volunteers in the community cafe with the map across a table, making notes on tags as we spoke.
Creative community consultation processes have developed hugely over the last ten years or so. Companies such as Bristol’s Mufti Games are using play to engage communities in discussions about the housing sector; Place Studio use ‘Spaceshaper’ workshops to support resident-led neighbourhood plans amongst other urban change projects; or Make-Good who involve communities in design and architecture of their own neighbourhoods. There does seem to be a gap for awareness raising consultation activities around both urban planning and public health, which is perhaps a niche Shape Our City will continue to carve.
Taking part in Shape Our City has further affirmed for me the importance of the connections, mutual understanding and respect necessary to affect real change involving residents’ voices and experience, research and planning. There need to be as many opportunities as possible for these conversations to happen: in multiple places – from the office to the allotment to the living room; in multiple ways – from the post-it workshop to the three dimensional creative project; and at multiple levels – researchers and residents, residents and planners, planners and researchers – everyone and everybody.
As 2018 draws to a close, it’s over 15 years since we launched our first postgraduate programme in Science Communication. Today, we’re delighted to be launching our latest offering, designed to meet the needs of students wherever they are based. As our MSc Science Communication and Postgraduate Certificate in Practical Science Communication grow in numbers year on year, we’ve become more and more conscious that science communication is a growing field, both in the UK and internationally, but not everyone who would like to develop their expertise is able to travel to Bristol to study with us.
Over the last three years we’ve provided two, entirely online, CPD courses in science communication, which have provided training to over 100 students around the globe. Drawing on the learning we’ve gained from delivering these courses, we are pleased to offer the next generation of science communication students the chance to study for a Postgraduate Diploma in Applied Science Communication, without ever visiting our campus here in Bristol.
The programme has been designed to provide students with an applied and practical introduction to the science communication field, alongside the opportunity to develop their understanding of science communication research and techniques. The programme is intended to appeal to students with interests in face-to-face science communication (such as festivals and museums), science communication in digital environments, as well as the written form. A final research skills and project module will also equip students with key skills in science communication research and evaluation techniques. Students will leave the programme with all of the skills necessary to both convey and communicate scientific concepts, and assess the impact of that communication. Thus, the programme will appeal to recent graduates and those already working in the field alike.
One unique aspect of this programme, for UWE Bristol, is its entirely online delivery format. This will allow students, wherever they are based, and alongside other commitments, to undertake a UK science communication qualification. Students will also be able to direct their learning towards topics and examples of relevance to them, in their home and working environments, as well as cultural contexts, and even though it’s online, we’ll be using the latest techniques to help them to network with our staff, as well as each other.
In developing this new programme we’ve worked with staff throughout our team, as well as having input and insights from our current postgraduate students and stakeholders who are working in the field. The stakeholders we spoke to, many of whom are already employing some of our past graduate students, commented on the contemporary relevance of the programme, the connection of assessments to real situations students will face in their employment contexts, and the opportunities for students to build portfolios and practice in a varied way.
We’re now recruiting students who would like to start this programme in January 2019, you can contact Jane.Wooster@uwe.ac.uk for further information and find out more on the programme here. We are also able to offer discounts to students who have previously studied an online CPD course with us.
Emma Weitkamp & Clare Wilkinson, Co-Directors of the Science Communication Unit
2712 children from across the South West answered this question with their designs to solve real-world problems.
The Leaders Awards is organised by Primary Engineer, helping children to meet real-life engineers. Led by the SCU’s Laura Fogg Rogers, UWE Bristol is an official sponsor, in partnership with Defence Equipment and Support (the procurement arm of the Ministry of Defence).
The shortlisted entries were showcased at a public exhibition in June 2018, bringing together 19 winners and their parents in a celebration with engineers from across the South West.
Children from Reception through to Year 10 were recognised for their efforts. Designs ranged from rotating bunk beds to bird-identifier binoculars. Students from UWE Bristol’s EngWest Studio will make one of the winning entries as part of their studies.
The future of engineering is here!
Ready to engineer your future?
Following International Women in Engineering Day on 23rd June, 135 female students in Years 9-11 from across the South West had the chance to participate in hands-on activities, demonstrating the ways in which engineering careers impact many aspects of society.
Each zone focused on a different contribution to society, with the ultimate challenge of designing and building a city of the future. The girls got involved in bridge building, urban design, smart technologies, and sustainable solutions. All these courses are taught in the Faculty of Environment and Technology at UWE Bristol.
The event aimed to challenge traditional perceptions that engineering is mainly for men, in order to tackle a lack of diversity in the profession. Laura Fogg Rogers, who helped to organise it, has also recently initiated the Women Like Me project at UWE Bristol, which aims to further encourage and support girls and women to enter and remain in engineering professions.
Living in cities impacts on our health and the health of the planet. If you were able to develop your city to prioritise health, what would you change first?
The SCU team have just launched Shape Our City, a creative, online consultation that allows you to step into the shoes of a city decision maker, weigh up the evidence and have your say on the health of our city. Working within a realistically limited budget, you will have to make trade-offs between types of investment and the scale at which you invest. Do you think it’s more urgent to improve the quality of buildings, to make roads safer, to increase the number of cycle paths or amount of green space, or to improve access to healthy food?
Shape Our City is part of a project encouraging citizens to take a more active role in urban decision-making concerning their health – and the health of future city residents. Luke Jerram’s Inhale diesel soot particle sculpture, 3 million times larger than the real size of a diesel soot particle and designed to start conversations about the invisible health risks of air pollution, is another part of the project, and, in Bristol, Shape Our City will be gathering citizen preferences until November 2018.
What you choose to prioritise will be used to inform city developers and future research on designing cities for people and planetary health: so make sure you invest wisely!
Sophie Laggan, Project Coordinator of Our City, Our Health in SCU says: “We have gathered the latest evidence on the links between the built environment and our health and also quantified the health costs and savings from how cities are developed. Our consultation reveals these savings so, for the first time, we can make visible the positive benefits to be gained from prioritising our health in urban decision-making – and find out what is most important to you. It’s all quite exciting!”
May and June saw staff and students from the Science Communication Unit prepare for the Bristol and Bath Festival of Nature, run by the Bristol Natural History Consortium, of which UWE Bristol is a consortium member. For many years now, research and teaching from the Department of Applied Sciences and the Science Communication Unit have been an important part of UWE’s contribution to the Festival, alongside contributions from a variety of research projects from across the university. This year, the Department of Applied Sciences showcased research by Stephanie Sargeant and team (eDNA and eel conservation), Ruth Morse and team (genetics research on chemotherapy), and by Saliha Saad and team (oral microbiology research on oral malodour), with activities that were developed by MSc Science Communication students. An EU funded project on air pollution, ClairCity, also showcased work that had been produced by a Postgraduate Certificate student as part of the Science in Public Spacesmodule.
The activities on eDNA and genetics were developed by students of the MSc in Science communication Jake Campton and Sophie Smith and supported by postgraduate students as part of the public engagement element of their portfolio. The activity on oral malodour was supported by CRIB through the BoxEd project, led by Debbie Lewis. MSc in Science Communication student Jennie French ran the final vote of a photography competition on Nature in and around Bristol and Bath, entirely organised from her own initiative. Science Communication Unit staff from the Faculty of Health and Applied Sciences ran a stall for the Our City Our Health project, which included a board game which engaged people in weighing up the costs to health of our built environment, and a 3-metre sculpture of a diesel soot particle, created by local artist Luke Jerram entitled Inhale, that featured prominently outside UWE’s tent and attracted significant attention from visitors and press. Science Communication Unit staff from the Faculty of Engineering and Technology showcased the ClairCity project, which communicated about citizen-led air pollution reduction, and also allowed people to view real diesel soot particles through microscopes – thee million times smaller than the Our City Our Health sculpture outside.
Our presence at the Festival reached well beyond the space of the UWE tent. Many Science Communication MSc students of the current cohort were helping as volunteers for the Festival as a whole, or representing their workplace in the corresponding tents. Films made by many of the MSc students were being shown several times a day on the Big Screen presiding over Millennium Square, and Dr Hannah Little was helping at the stall of the British Science Association.
Good weather, a festive atmosphere and the enthusiasm and hard work of all involved made the event a success, with more than 15000 visitors, most of which (it felt like all of them, really) engaged with the activities of UWE Bristol’s tent. It will not be long before preparations for the 2019 edition of the Festival begin, providing a new opportunity for HAS to celebrate its commitment to research, teaching and public engagement at this fantastic event.
The Christmas Lectures are an internationally known landmark of the Science Communication landscape, and we refer to it in our teaching as one of the earliest examples of scientists engaging with the public with institutional backing. Physicist Michael Faraday initiated this series that has run at the Royal Institution of Great Britain (RI) since 1825, without interruption except World War II. Well known science communicators like David Attenborough and Carl Sagan are among more recent speakers.
It therefore came as a great opportunity to tender for the RI’s call for an evaluation project, and an honour to be selected to deliver it. A team formed by Margarida Sardo, Laura Fogg-Rogers, Hannah Little and Erik Stengler, supported by the expertise in the wider SCU, has undertaken a close collaboration with the Royal Institution to explore strengths and opportunities for improvement of what has now become a much wider project than the actual lectures delivered at the RI headquarters around Christmas each year and broadcast for over 50 years, mainly by the BBC. The Christmas Lectures has grown into a project that also includes continued provision of materials and activities for schools, public events such as talks at the Big Bang Fair and a traveling show that reaches out beyond the UK, all of which is also brought into the dimension of social media via different platforms, including YouTube, where the recordings of the Christmas Lectures are actually made available to be enjoyed at any time.
The evaluation by the SCU team will cover all these dimensions of the project and also explore what would attract people who do not yet engage with the Christmas Lectures in one way or another. It will be a great experience to be able to be part of and contribute to the continued success of the Christmas Lectures in these years leading to their 200th anniversary.
If you have any views and suggestions about the Christmas Lectures, do not hesitate to contact us so we can include them in this exciting evaluation!
Only 11% of engineers in the UK are women. Is this enough?
No, it’s really not – we have an engineering skills shortage as it is, and the low proportion of women in the workforce means that a whole pool of talent is going untapped. Girls need to be able to see engineering as for them, connect with it as career and have access to positive female role models. And in turn, women need to feel supported to make a difference in the workplace once they get there, so that they not only go into, but stay in engineering roles.
So what can we do about that, and how can we bring people together? Here at the Science Communication Unit at UWE Bristol, we’re launching ‘Women Like Me’; a project which aims to open doors to girls and build resilience for women in engineering. I will be running the project with Laura Fogg Rogers over the next year; we both have lots of experience of delivering outreach and engagement projects and are passionate about making Science, Technology, Engineering and Maths accessible to everyone, at all stages.
Supporting women and girls in engineering
Women Like Me is a peer mentoring and outreach project aimed at boosting female representation in engineering. So what does that actually mean?
The project will pair senior women engineers with junior women engineers to give them mentoring support as they start out in their engineering careers. In turn, junior women will undertake engineering education outreach in schools and at public events in the Bristol and Bath area. Engineering is a creative, socially conscious, and collaborative discipline, and this project aims to support girls and women to make a difference in society.
Who can take part?
Mid-career and early career female engineers working in the Bristol and Bath area can get involved in the project. Senior women engineers are those who are more than five years post-graduation from their first degree. Junior women engineers are those with less than five years of experience since entering the engineering profession, and can include apprentices, trainees, postgraduate students and postdoctoral researchers.
Undergraduates aren’t eligible to take part; whilst they are fantastic role models, UWE already provides public engagement training for undergraduate engineering students through the Engineering and Society module.
What will it involve?
We will offer networking opportunities to all participants at the start (October 2018) and end (April 2019) of the project. Senior engineers will receive training in mentoring and meet with their junior engineer mentee at least twice during the project.
Junior engineers will receive mentoring support from senior engineers and training in public engagement. They will then undertake at least three engineering outreach activities in local schools and at local public events. Activities and coordination of events is provided and supported by UWE; participation is voluntary and we’ll cover travel expenses.
Women Like Me is based in the Science Communication Unit at the University of the West of England, Bristol (UWE), supported by the WISE Bristol Hub and STEM Ambassador Hub West England and funded by a Royal Academy of Engineering Ingenious grant. The project is organised by Dr Laura Hobbs and was initiated by Laura Fogg-Rogers. By matching senior and junior female engineers and supporting junior engineers to connect with the children and young people as the engineers of tomorrow, the project will lead to impact both in the workplace today, and for the future of the engineering profession.
UWE Bristol Exhibition and Conference Centre,
Bristol, BS34 8QZ
Take part in science and engineering demonstrations, and see the inspiring designs from the Leaders Awards – the children’s engineering design competition for the South West.
On Saturday 30th June, UWE’s engineers will showcase their latest research and technology in the Exhibition and Conference Centre at UWE. The event is free to all and will be a public open day for families and schools.
The event and Leaders Awards sponsorship have been organised by Laura Fogg-Rogers, a Senior Research Fellow in UWE Bristol’s Science Communication Unit, as part of her work on the Children as Engineers project. Activities include having a go with drones, taking on the role of a city planner in a cardboard version of Bristol, and experiencing the latest virtual reality data controllers.
Laura Fogg-Rogers, who has coordinated the event said, “Engineers are highly creative people who can help to solve many of society’s problems. It’s a really collaborative profession, where you have to work together in teams to see your visions and designs come to fruition. The range of roles and careers is really diverse, and that’s what we’d like to emphasise to all young people, particularly girls. You can make your own mark in engineering!”
The public event forms part of UWE’s Week of Engineering which has been organised by the SCU, which celebrates the national Year of Engineering alongside International Women in Engineering Day. It will follow a series of activities including the Big Bang Fair at UWE and the Engineering our Future schools event, which will see 240 girls attend UWE to experience being engineers.
Alongside the public activities will be an exhibition displaying the shortlisted and winning designs for the South West Leaders Awards. UWE has teamed up with DE&S (part of the Ministry of Defence) this year to sponsor the South West England Region of the Primary Engineer & Secondary Engineer Leaders Award; a national engineering competition for schools.
School pupils answered the question “If you were an engineer what would you do?” by identifying a problem in society that engineering could solve and devising a solution. UWE students from EngWest Studio will turn one of the winning designs into reality later this year.
The TEAN (Teacher Education Advancement Network) Commendation Award for Effective Practice in Teacher Education was presented at an awards event held in Birmingham in May. Senior Research Fellow Laura Fogg-Rogers and Senior Lecturer Juliet Edmonds collected the award on behalf of UWE. The project team also brings together Dr Fay Lewis from the Department of Education and Childhood and Wendy Fowles-Sweet from the Department of Engineering Design and Mathematics.
The Children as Engineers project developed an undergraduate degree module called ‘Engineering and Society’ which pairs engineering students with teachers to bring hands-on science programmes into primary schools. It aims to address science, technology, engineering and mathematics (STEM) skills gaps in primary schools – for teachers and children.
The project sits against a backdrop of an urgent need for enough trained engineers to meet the country’s future needs. Estimates suggest the UK will need 100,000 new engineers in the next 20-30 years to solve problems affecting society, grow the economy, and design products for manufacture. In particular, more girls and women are encouraged to take up engineering as a career.
Pilot research indicates that student teachers specialising in science at primary school improved their subject knowledge and confidence to teach STEM in the future. Meanwhile, the engineering students taking the ‘Engineering and Society’ module benefit by developing their communication and presentation skills and creating a broad-based understanding of the relevance of their subject.
Pupils benefit from hands-on sessions delivered by the students, where they engage in activities such as building mini-vacuum cleaners, testing floating platforms and exploring flight. Children aged between eight and 11 learn about the skills, challenges and excitement of engineering.
Laura said: ”We were delighted that our team’s hard work over several years has been recognised at a national level by teacher educators. We plan to continue expanding this project to bring real benefits to teachers, engineers, and pupils, to inspire creative STEM teaching and practice for the future.”
The project is believed to be the first in the country to pair university students in these two disciplines to enhance the learning of both groups as well as delivering real benefits to school teachers and pupils.
This time last year during our MSc Science Communication at UWE Bristol, we were buried under a mountain of coursework deadlines, research proposals and that creeping question of ‘what next’? We never thought that so soon after that joyous dissertation hand-in day we would be off on a sci-comm adventure to Hong Kong, to make a documentary and inspire 10,000 local school children to study science!
We teamed up with Anturus Education – a Welsh organisation that uses expedition, media and adventure to inspire kids to learn about the natural world. Our mission was to use film and public speaking to demonstrate that Hong Kong is far more than just an urban hotspot – it is in fact, a thriving wildlife hotspot with many nature-filled surprises!
Science communication is all about getting the public involved in scientific concepts and research findings — engaging them to take notice of the things that matter and spark curiosity.
Whilst we were there, we quickly became aware of the value of being creative in how we communicate science. Here are our thoughts on how filmmaking and different styles of presenting can reap meaningful rewards among your target audience.
Science Communication through filmmaking – Tay Aziz
As well as delivering 30 school shows across Hong Kong, the Anturus team also filmed and produced a fifteen-minute documentary and a few shorter one-minute clips for YouTube. These videos were disseminated to schools and the public through the Anturus website and provided useful resources that teachers could access after the team had left, helping the team achieve a legacy once the project was complete.
As a science communicator, film and video is an incredibly useful tool – it can provide a sense of escapism, a new way to visualise information with animations, or an immersive experience in interactive 3D. Film can provide a platform for scientists to share their work and promote themselves as experts in a field, and it also has the potential to reach vast audiences and can impact an audience’s emotions as well as their knowledge on a topic. I first became interested in using film to communicate science whilst taking part in the Science on Air and on Screen module, as part of the MSc in Science Communication; since then I’ve created documentaries on plastic pollution, drought research and most recently, filmed presenter-pieces in Hong Kong.
Storytelling is an integral part of film and science communication films are no different. How we perceive the world is heavily influenced by forms of entertainment media, such as sci-fi novels, fictional films and documentaries. These depictions of science encompass more than just facts, but they include other elements of science such as its methods and allow non-scientists to ‘see’ where science happens, who does it, and how it works. When choosing a problem or focus for a film, it makes sense to consider the issues and themes and anchor those ideas in contextual evidence to create emotional appeal and build interesting discourse. World-class natural history documentaries, such as Blue Planet II, have gathered popularity as they follow key principles to engage interest in their audience.
‘If something is unusual it will be interesting. Where it comes to be dangerous is when you introduce an element of it being strange without relating it to the central idea of the topic you are talking about without a solid theoretical structure present.’
Sir David Attenborough
Choosing a subject which an audience can relate to (living creatures), they showcase surprising beauty and hidden stories in the real world, and they have substance to reinforce that initial generic interest.
Top Tips from Tay for getting into Science Communication filmmaking:
Don’t underestimate the value of your academic qualifications. Science production companies are always looking for people who are highly qualified in an academic area and are good writers.
You don’t need to go to film school. A qualification like the MSc can teach you most of the basics, and there are millions of excellent (and free) tutorials on YouTube. Try searching ‘documentary filmmaking’.
Practice makes perfect. Make your own stuff, even if it’s a small project about something down the road from where you live.
All the gear…no idea. Don’t spend tonnes of money on expensive equipment that you don’t need. Learn with what you have first – Sophie created a 22-part vlog series using just her iPhone!
Keep it simple. Make sure you don’t cram huge amounts of information into a film – there should be a main idea or two, with a sequence of ideas to hold the viewer’s attention and lead them to the end.
Science Communication through Presenting – Sophie Pavelle
Science can be communicated in many different ways, but I have enjoyed communicating my adventures in the natural world using contemporary media and online platforms. Since my rather quirky trek around Cornwall for my MSc project, I’ve been surprised with how much I have enjoyed presenting as a route into science communication – especially as I’m not the most confident of people! By talking through a topic out loud – I find that I not only offer information to others, but I have learnt so much through the process of film production and presentation. The research that goes into a script, the hours spent modifying it before delivery, help you to think about an environment, a process, a species of wildlife, much more creatively. Your ultimate goal is to leave the audience with more knowledge of a subject or an enlightened view on an issue than before – and so by dissecting information and identifying the key points to present, in a way that is interesting and understandable, well, you end up learning a huge amount!
Pieces to camera
Our presenting experience during Hong Kong was two-fold: pieces to camera and live presentation across 30 schools – both completely different methods of communication and new experiences for me! The documentary sought to uncover the wilder parts of the city and reveal the complex relationship the locals have with its wildlife. My job was to research what wildlife was in store for us during our visit. Learning about the natural history of Chinese white dolphins, black kites, Rhesus and Long-tailed macaques, was a refreshing change from the garden birds and local kittiwake colony back home! Being part of a small, inter-dependent production crew was also a valuable opportunity; making a welcome change from being a one-woman filming team as I am for my online content. Learning from our trip leader Huw James about shot composition, different presenting angles and even things such as stance, breathing techniques, voice cadences and body language; offered invaluable on-location hints and tips as to how to boost your chances of gaining and maintaining the attention of your audience. If there’s one thing I remember from the MSc Science Communication, it’s that knowing your audience is EVERYTHING.
Live Science Shows
Following the first few days of filming in some impressive national parks such as Sai KunGreatand secondary schools. Here was our chance to now personally interact with our audience, to initiate that all-important dialogue that is integral to effective science communication. Our tour formed part of the Hong Kong Science Festival, coinciding with Science Week back in the UK. Organised by the Croucher Foundation which aims to promote science communication and teaching over Hong Kong, we had quite the schedule! 10 days. 30 different schools. 30 shows. Travelling in-between. I arrived having never done a live science show before – it was safe to say my last stage performance may well have been Villager Number 5 in the school nativity!! Many of the schools required translation into Cantonese – adding an extra hurdle to the learning curve.
Being a team of three co-presenters worked well; while two presenters steered the show, the other became the stage hand. It also meant that I could spend the first few shows nursing a lost voice and learning from Huw and Tay, both of whom are far more experienced with delivering science content on stage. The shows were largely based around ‘Our Wild World’, covering everything from deep-sea adaptations of the blobfish, how to be more ‘plastic-smart’, to exploring how volcanoes and glaciers interact. The Hong Kong students were a dream to present to – polite, attentive and practically bursting with enthusiasm to volunteer for on-stage activities and ask questions; it was an opportunity I relished as someone so fresh from education myself, to interact with such eager students and try and inspire them to further their curiosity in science and the natural world.
It was wonderful to see the children’s reactions to seeing photos and film of awesome nature – my favourite being their reaction to seeing clips from our documentary of the azure waters of the Geopark and its dramatic coastline, as many of them were not aware of its proximity to their home. We soon realised the apparent disconnect Hong Kong has with its natural land, particularly during one bizarre moment with a teacher, who was asking us for recommendations on which national park to visit!
Top Tips from Sophie for getting going with Presenting
Just go for it. Nothing is harder but more important than just getting over those first few hurdles of getting your content out there. Experiment with different styles – but just practise, practise, practise. Take every opportunity you can to speak publicly, grow in confidence and learn your style.
Do your research. As a science communicator its so important to do your research and be sure you’re conveying the correct facts to your audience. Keep your facts accurate – but keep them snappy and interesting.
Be creative. This industry is competitive. Try to think of stories or angles to present that are different and innovative – give your audience something remember and your cameraman/woman something fun to film.
Network. The MSc Science Communication has been amazing for meeting likeminded individuals who are passionate about the same ultimate goal. If you want to try out presenting, see if you can find someone who wants to practise their filming and plan some fun filming trips together.
Overall, as newbies into the science communication world, Hong Kong offered a vibrant, challenging and fascinating experience to develop technique and learn an invaluable amount about the various elements that form a documentary and a science show.
Tay Aziz is a passionate science communicator, physiologist and filmmaker. She is currently working as a researcher for the BBC’s Natural History Unit and is the curator of STEMinist, an online community to empower women and girls in Science, Technology, Engineering and Maths.
Sophie is an adventurous zoologist with a passion for using expedition to learn about the natural world. Sophie regularly explores the UK and overseas, sharing fun stories about wildlife and conservation through social media, writing, public speaking and workshops.
Sophie’s next project will involve working alongside The Wildlife Trust’s, making some online content for their 30 Days Wild Campaign in June. She’ll also be running digital content workshops for the City Nature Challenge in Bristol and speaking at the Festival of Nature.