MSc Science Communication | Science Communication Unit blog

To Futurum and Beyond: The first steps of a UWE Science Communication graduate

Science Communication Unit | 2 December 20252 December 2025

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.

Physics in the Freezer: Communicating Science with Liquid Nitrogen

Science Communication Unit | 5 August 20255 August 2025

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.

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

AI in storytelling: Telling authentic stories?

Science Communication Unit | 13 May 202513 May 2025

Wildscreen’s Science in Storytelling event this March opened with the “Artificial Intelligence: An Altruist’s Guide” panel. Given the heated conversations taking place in production houses across Bristol, and beyond, there was nowhere else to start.

Science in Storytelling

Bristol is famously celebrated as “Green Hollywood”, being home to a number of production companies, the Wildscreen Festival and, of course, our MSc in Science Communication here at UWE Bristol. The industry has been pondering the impact of AI in the world of wildlife film after something of a bombshell panel (AI Won’t Take Your Job, But the Person That Can Use It Better Than You Will…) at last year’s Festival.

The full Wildscreen Festival took place in Bristol in October 2024, a weeklong event for the wildlife film industry with delegates from across the globe. Midway through the week, Eline Van der Velden, founder and CEO of UK-based production company Particle6, and Christopher Paetkau, senior MD of Canada’s Build Films, formed part of a panel on AI and it became clear from their comments that you could be forgiven for thinking that AI had very much arrived in the industry, with all the subtlety of a bear in a production office, and was about to make lots of jobs obsolete.

2024 Festival Programme

Van der Velden announced, “Pre-production, ideas, budgets, scripting, it can do everything for you,” she said, “then cameras, you don’t need operators anymore because it will do it all for you.” Cue an audible gasp from the room. “You may laugh, but I’m telling you. Everything is done for you. You wouldn’t send a camera in a helicopter anymore would you? You’d use a drone. This is the same.”

Paetkau quipped, “that’s a good thing.” and was, if anything, even more dismissive of the prospects for voice over artists.

In a room full of filmmakers, the reaction was as you might imagine. As a lecturer leading two modules in this area, Wildlife Filmmaking and Science On Air and On Screen, I felt more than a little uneasy sitting there alongside many of our students. More than anything else, I feared for the real, authentic films we’ve made and loved. From the stage, someone called for “a new kind of authenticity” in the new world brought to us by AI. Behind me, a voice shouted “Fake News”. It was clear I was not alone in my discomfort.

MSc Science Communication students filming on location and using the editing suite at Films@59

A member of the audience raised a hand, “I think authenticity matters. Here’s a thought. If your wife had just punched in the (AI) chat five minutes before your wedding. ‘Write me some wedding vows’. And she read them out and they sounded beautiful…does that matter to you? Or do you want her to write her wedding vows and say something meaningful?”

As has already been reported, Paetkau replied that he had used AI to compose his wife’s Christmas card and he felt that that was “completely authentic”. People laughed, perhaps a little nervously.

After the panel, conversations all either began or ended with an expectant “Did you see the AI panel?” In the weeks since the Festival, colleagues and friends in the industry often returned to the conversation. In our sessions on campus with the MSc students, we had to work hard not to allow discussions of AI in filmmaking to derail the rest of our learning.

On another panel at the festival in October 2024, Keith Scholey, co-director of Silverback (Our Planet, Our Oceans) was asked about the impact of AI, sharing “The big challenge for natural history will be what is real and how you put a value on reality. You could very quickly see cheap AI content just flooding the market, and we have to consider how you persuade the world to pay for the world of reality.”

Whilst Walter Kohler, founder and chief executive of Terra Mater Studios agreed, stating that “AI is the biggest problem we have in the room. You are used to seeing an image and believing it is real. This will be a big disturbance to our mind if we’re sitting there asking if it’s real or not.”

Personally, I cannot imagine a time when I reach for the remote and think that I really want to watch something generated by AI. Sir David Attenborough has been the face and voice of Natural History film in the UK for some time. It’s not his face and his voice which make him quite so iconic. It’s his insight. The world is full of faces, voices and opinions. Insight is valuable.

Returning to last year’s Festival, Paetkau showed a sequence of a polar bear, several aspects of which were enhanced or generated using AI, explaining “we spent under 24 hours there filming this and got footage that we wanted to put into a sequence. We went to the BBC’s Planet Earth, we took a script from a lion hunt, copy and pasted into ChatGPT and altered it to the behaviour we described. Then we got ElevenLabs to produce a voiceover. From the day of filming to putting that together was two days.”

The sequence looked good. It was well edited. The script was fine but the voice over delivery felt, at least to me, like it belonged somewhere on the edge of the uncanny valley. To others in the room, it felt real enough to become a shockwave.

My expectations were then high for the most recent event. The panel in Wildscreen’s Science In Storytelling panel in March 2025 was intriguingly titled, calling for a human focused outlook: “An Altruist’s Guide”. With the AI panel in October 2024 derailing conversations midway through the Festival, the organiser programmed this panel to open the day. Perhaps with one eye on keeping things light(er), it opened with PhD student Prem Gill who is studying seals from satellite data and using AI in his work, conducting a quiz with the audience deciding whether a sound was a “seal” or “space”. Unfortunately, a series of mishaps with the sound meant that it fell a little flat. Prem, however, is an entertaining presenter and as the technology failed, his warm and dry humour made the best of the situation.

There’s no doubt that AI is a tool and can be a useful one. That it can be used in conservation efforts like PhD research is, perhaps, slightly tangential to whether it should be used in wildlife filmmaking. Heading into the panel in March, I was instead wondering how we should use this tool in our stories and what stories might they enable us to tell. Perhaps, more importantly, how honest are we prepared to be about how we use AI tools (if we do at all) in our creative work?

We are used to filmmakers using Computer Generated Imagery (CGI). Some of it considerably better than others. For CGI, Animators and VFX artists manually design and animate scenes or characters. For AI, a person (not described as an artist) types prompts and the AI does the rest. Proponents for AI often suggest that it will reduce the more mundane parts of our jobs and free us up to be more creative. 62% of users in a recent report into AI’s use in media said their biggest use was “Content Creation”. I am interested to know what the more creative parts are of media than content creation but, joking apart, it’s a lovely thought that we might altruistically use AI to make the world a better, more diverse place filled with creativity. I suspect people might, all too often, take shortcuts where they are available.

If we do use AI to create our films, write our articles and tell our stories then what are we freeing ourselves up for? It seems unlikely that many people will look back at their lives and wish they had fewer moments making beautiful things, really getting to the heart of a story and finding ways to enthral audiences. Whether they will wish they spent more time typing prompts into generative AI remains to be seen.

In an adjacent discussion in the world of filmmaking, we are constantly being told that our attention spans are shrinking, although the evidence for that is scant, to say the least. There is evidence that filmmakers believe it and tell audiences that it is true but it does not necessarily follow that people’s propensity to concentrate is diminishing. Oppenheimer, The Brutalist and, to a certain extent, Adolescence tell a different story about audiences and their attention spans. If you want to make long form pieces, you can find the audiences and research to back it up. If you want to make short, snappy social media style films, there’s research to back that up too. Let’s not pretend the audience are all one homogenous group.

I suspect that some filmmakers will use the tools of AI extensively. Some audiences will lap it up. Other filmmakers will strive for a more standard meaning of the word “authentic” and, doubtless, open their films with a badge that declares that AI was not used in the making thereof. Other audiences will seek that content out the way a select band of teenagers are heading to record fairs, hunting for vinyl. Personally, I hope our stories will continue to be rich, deep and authentically told. Perhaps the AI could help with the risk assessments?

By Andrew Glester, Lecturer in Science Communication, MSc Science Communication, UWE Bristol.

From crime scenes to comic strips: exploring forensic science communication

Science Communication Unit | 6 February 20256 February 2025

Forensic science has always fascinated me—from DNA analysis, fingerprinting to blood spatter patterns. So when the chance to collaborate with the Leverhulme Research Centre for Forensic Science and the University of Dundee for my Master’s thesis came along, I jumped at the opportunity.

Forensic science is undeniably complex. It’s one thing to watch a TV show like Silent Witness and feel like you understand certain techniques, but when such intricate details are presented by experts in a courtroom, they can easily overwhelm a jury with little to no science background. And that’s where the challenge lies: how can we make this highly technical information clear and accessible?

Enter The Evidence Chamber: an innovative research project exploring whether science comics can help juries better understand forensic evidence during complicated trials. Yes, comics—something you might not expect in a courtroom setting.

By combining visuals and text, comics tap into something known as dual coding theory, which suggests that people process and retain information better when it’s presented in both visual and textual forms. The Evidence Chamber takes this idea and applies it to forensic science, using comics to explain complex evidence, like DNA profiles or gait analysis, within the context of a fictional murder trial.

The project was spearheaded by the Leverhulme Centre for Forensic Science (LCFS) and FastFamiliar, a talented team of digital performance artists. Their approach is immersive: engaging participants through a fictional murder scenario designed to prompt discussions about the science behind the case. During the mock trial, audiences are presented with different types of forensic evidence—like DNA and gait analysis—in two ways: through expert witness testimonies (as in a typical courtroom setting) and through science comics. My role during my MSc Science Communication, studied within the Science Communication Unit, was to analyse these sessions and determine whether the comics genuinely made a difference in helping audiences understand expert scientific evidence.

So what did we find?

After engaging with the comics, participants in our sessions showed a stronger grasp of the forensic concepts shown. They asked more informed questions, demonstrated greater confidence, and even picked up on details they might otherwise have missed. However, not everyone was sold. Some participants found the comics less accessible, and there were concerns about whether comics might downplay the seriousness of courtroom proceedings.

While the feedback was mixed, one thing is clear: the potential of science comics in this context is significant. This approach offers a unique way to bridge the gap between experts and the public—even in high-stakes environments like criminal trials. By presenting complex scientific information in a more digestible, engaging format, we can make the science more accessible, without compromising its integrity.

The use of science comics in this way is an entirely new area of research, and I’m incredibly proud to have contributed to this pioneering work. Thanks to the expert guidance of my supervisors, Andy Ridgway in the Science Communication Unit and Heather Doran at the University of Dundee, these findings have been published in JCOM .

I can’t wait to see where this research goes and to see how it sparks new conversations about the role of storytelling—and comics—in science communication.

By Izzy Baxter, MSc Science Communication student at UWE Bristol.

Bees and brownfields: My journey from Science Communication to PhD research

Science Communication Unit | 21 January 202521 January 2025

As a child, I was fascinated by the world around me and knew from a young age that I was interested in science. Studying Biology for my BSc at the University of Sheffield introduced me to the complexity and beautiful diversity of the world’s ecosystems. I loved absorbing this fascinating information but had no desire to pursue my own research at the time. Rather, I wanted to share this knowledge with others, and decided to undertake an MSc in Science Communication. Home to the internationally recognised Science Communication Unit, UWE Bristol seemed the obvious place to do this.

Studying Science Communication at UWE opened my eyes to the world of science engagement, all the way from its history and theoretical background to its multifaceted practical applications worldwide. I particularly enjoyed my ‘Getting Science on Air and on Screen’ module where I recorded a radio show at BBC Bristol and filmed and produced a short science documentary at Films at 59, the post-production studios for the BBC’s Natural History Unit.

When it came to choosing my dissertation project, I was initially at a loss, however I remembered a book I had recently read, Bee Quest by Dave Goulson, and a chapter which particularly stood out to me, on bees in brownfields. I had become fascinated by the unique habitats of brownfields and their high levels of biodiversity, which are often overlooked in conservation. With the guidance of my supervisor, Dr Margarida Sardo, I wrote my dissertation on public engagement with brownfields sites. I loved working on this project, from interviewing the different stakeholders to writing up the findings. Margarida was a very supportive supervisor and encouraged me to publish this paper in an academic journal. After a couple of years of edits and one unsuccessful submission, this paper was eventually published in the Journal of Science Communication, JCOM, and was recently quoted in the Sunday Times. Publishing this paper planted the first seed of wanting to take my brownfield research further.

After my MSc, I spent a few years in London working in Communication Officer positions for medical and environmental charities. At this point I was hoping this would be a good entry point into the conservation sector and, whilst I enjoyed working with my colleagues, I felt a growing urge to be out in the field doing the conservation work the charities were funding, rather than being stuck at a desk.

Surveying swarming bats with Northumberland Bat Group

In 2021 I happened to see a posting for a PhD at UWE on citizen science, urban ecology and engaging underrepresented audiences with science. This seemed like the perfect combination of topics for me and, after discussing with my family and Margarida, I decided to apply. Although I wasn’t successful, this led me on the path to pursuing other PhDs. I was broadly searching for PhDs on the topic ‘biodiversity’, but was particularly interested in those that had a human-angle, whether this was through citizen science or urban environments. It took me a couple of years, two panel interviews, a number of selection interviews, and numerous applications before I got offered the PhD I am currently doing.

Presenting my poster at the Royal Entomological Society Annual Meeting 2024

Since September 2023 I have been undertaking a PhD on post-industrial land regeneration and Biodiversity Net Gain at Newcastle University. I was drawn to this project through its focus on human-impacted sites, particularly former mining sites, the implications for policy, and the potential to engage with different stakeholders. At the time of writing, I am now about 14 months into my 3.5 year studentship and loving every minute. I have a great team of supervisors, including a collaborative partner with Northumberland Wildlife Trust, who help guide my research with their range of expertise. I have been encouraged to shape my PhD in the direction I want and, as I am particularly interested in ecology, I spent last summer carrying out fieldwork on nature reserves around Northumberland and Gateshead. It was wonderful to finally be out in the field, conducting my pollinator surveys, pitfall traps, soil sampling and vegetation quadrats, even if it was an awful summer for bees!

I have been able to make use of fascinating residential training courses, including on entomological research and remote sensing methods. I have also been to various conferences, presenting posters of my research and making useful contacts from across the world. Each day is unique, some days I will be creating digital habitat maps on GIS, some days I will be pinning and identifying my insect samples, and others I will be in ecology research group meetings or discussing ideas for papers with collaborators. I am still figuring out my specific research questions, but I am given a lot of room for learning and flexibility to adapt my research as I go along.

Even though I am now working in ecological research, I would not be here without my MSc Science Communication. Not only did having a published paper hugely benefit me in the application stages, my supervisors have also told me that they selected me in part for my skills and experience in communication, a vital part of any scientific research. My MSc supervisor, Margarida, has also played a crucial role in my journey to PhD. Her enthusiasm of my dissertation and encouragement to pursue publication, as well as her support with applications and interest in my academic career has enabled me to be doing what I so love now.

I would certainly encourage anyone who is even slightly considering it to look into PhDs and I offer some nuggets of advice below:

Having supportive supervisors and academic contacts is hugely important, for both checking work and applications as well as the moral support and suggesting opportunities.
Having a variety of skills is an asset, not a detriment. Don’t worry if you’re not specialised in one field or on a particular topic. Doing a PhD is about learning, not going into with the knowledge already!
Be prepared for rejections. It may take a few rounds of applying but the project you end up with will be the perfect one.
There are many routes into a PhD. It’s ok if you’ve taken a linear academic journey and it’s ok if you’ve had a few years of working, volunteering or even doing something completely different! What matters is your passion for the project.

By Rosie McCallum, former MSc Science Communication student at UWE Bristol.

Diving into Digital Publishing with a Placement at SelectScience

Science Communication Unit | 25 September 202424 September 2024

By, Magaret Sivapragasam and Aleksandra Peliushkevich

We kicked off our placement with a scenic but unexpectedly strenuous climb up Corston, a village near Bath, to reach Church Farm Business Park where the SelectScience office is located. Let’s just say we definitely got our cardio in for the day! However, as with any ascension, we were rewarded for our efforts. At SelectScience we were met by a friendly team, delicious coffee, and beautiful natural scenery from the office window. It was the perfect setting to catch our breath and settle into the day.

We were undertaking a placement at SelectScience as part of the Learning Lab scheme run by the Science Communication Unit, which offers short-term placements to students on their Masters’ course with businesses and other organisations in the industry. The people at SelectScience were inspiring. We were introduced to the editorial team, client service specialists, and a product and review editor. It was a perfect opportunity to explore their roles in real life, ask questions and get useful advice for job hunting and future careers in science communication. Informal chat allowed us to better understand how the work of a digital publisher is organised and to see job responsibilities from the inside, through the eyes of an employee. That’s how we learnt that editors can be authors of articles, client service specialists often are event managers, and review editors communicate with clients as well.

We have once again seen that work in science communication is intense and diverse and a variety of opportunities are waiting for us. To avoid getting lost in this diversity, it is important to pay more attention to the specific job responsibilities instead of the job title and to communicate with people who already work in the field. Despite the diversity of tasks all employees shared the company’s vision –

“accelerating science by connecting scientific communities with trusted solutions”

– their professionalism and passion for work were inspiring.

Once we were clear about the vision of SelectScience, we were tasked with writing tags for their website. What initially seemed like a straightforward task turned out to be something more complex than we anticipated – it required an eye for detail. Generally, tags are used by online users to navigate searches. The key is to make them as concise as possible while being a helpful tool for users to locate information they need. Our goal was to develop a short paragraph that describes this tag’s content effectively.

We then carefully analyzed the editorial articles, product reviews and news pieces to summarise them into an impactful paragraph. Along the way, we also learned how SEO’s (search engine optimization) and web trends play a crucial role in impacting web traffic and engagement. A few well-chosen words do go a long way!

As we crafted each tag description, we found ourselves reflecting on what we had studied during the MSc Science Communication course. It was important to strike a balance between technical precision and accessibility, ensuring the tags are suitable for both experts and general users. It was indeed very satisfying to see our academic knowledge being applied so practically in a professional setting.

By the end of the placement, we had developed a profound appreciation for the intricacies of digital content management and the vital role that science communication plays in bridging a gap between science and its audience. We left the placement with a big smile, knowing that (even though it was a small task), the work we completed will have a big impact on making scientific content available to those who need it.

And of course, our trip would not have been complete without some sightseeing in Bath. After wrapping up our 3-day placement, we treated ourselves to a lovely stroll around the city and some yummy Thai food, because let’s face it- nothing fuels the brain quite like a good hearty meal.

Discovering the Magic of Children’s Picture Books: A Reflection on an Internship Experience

Science Communication Unit | 5 September 20245 September 2024

By Magaret Sivapragasam

I have always believed that growth happens when you step outside your comfort zone, but I never imagined just how far mine would stretch when I applied for a UWE summer research internship.

The project focused on exploring how farming is represented in children’s picture books- a crucial study given the growing need for accurate environmental education and the challenge of addressing outdated and unrealistic western farming stereotypes. The idea of combining my love for children’s books with academic research was too intriguing to pass up, despite my lack of experience in the latter. Little did I know, this opportunity would push me to navigate unfamiliar terrain and teach me more than I ever expected.

When I first came across the job advertisement for this internship, it immediately caught my eye. The prospect of analysing children’s picture books was both intriguing and daunting – exactly the kind of challenge I was looking for. The idea of taking on something so different was simply irresistible. Excited yet slightly apprehensive, I decided to apply, eager to discover where this unexpected adventure might lead.

Fast forward to my first day on the job, I was greeted by a team of friendly, and incredibly brilliant researchers who tossed around terms like “content analysis” and “codebooks”. I frantically nodded along, hoping my wide-eyed expression did not give away the fact that I was completely unfamiliar these terms.

My first task was to compile a list of children’s picture books in the UK. It was an interesting process searching for books that met our criteria and going through various children’s book award lists. After weeks of literature reviews, and going through past research on the similar topic, I began to develop a more solid grasp of the research scope.

As I delved into analysing the picture books, surrounded by vibrant illustrations, whimsical characters, and stories that spark the imagination, I began to feel a shift. Gradually, my inner child, buried under layers of academic jargon and research papers, started to emerge. I found myself captivated by how simple illustrations can convey complex ideas about farming, sustainability, and human emotions.

Over the next few weeks, as I meticulously scanned the pages of each picture book, cataloguing everything from the types of farm equipment to the diversity of characters, I realized that my scientific training had given me a unique perspective. I was able to approach the data with an analytical rigor that complemented the team’s social science expertise. Together, we uncovered fascinating insights into how children’s literature may shape young minds’ perceptions of the agricultural world. It turned out that analysing patterns in scientific data was not so different from analysing patterns in children’s books.

But the real turning point came when I stumbled upon a charming book authored by Chitra Soundar and illustrated by Kanika Nair, featuring Farmer Falgu, an Indian farmer who sets out on a journey to find some peace when the mooing, clucking, and quacking on his farm become too much for him to handle. As he travels, he encounters a series of noisy situations. First, he meets a musician, then a snake charmer, and finally, a dance troupe- all of whom add to the noise rather than reducing it. Initially frustrated, Farmer Falgu eventually learns to embrace the sounds and joys of the world around him. This, I realized, is the power of children’s books, not only do they inspire, educate, and cultivate a sense of wonder, but they also remind us to find peace amid life’s noise and chaos.

As my eight-week internship ended, I find myself reflecting on just how much I have learned and grown. I may have started out as a bewildered science nerd, but I am leaving with a newfound appreciation for the nuanced world of children’s literature, and a deep respect for the researchers who dedicate their time to understanding its impact. Who knows, maybe I will even pick up a few children’s picture books for my own bookshelf. After all, the adventures of Farmer Falgu and his pals might just be the perfect complement to my collection of science-themed nonfiction books.

Here’s to embracing our inner child and the unexpected joys that come with exploring new academic frontiers!

Research Project: Representations of farming in children’s literature: how do we move beyond Old MacDonald?

Dr Amanda Webber, UWE Bristol School of Applied Sciences (with Dr Verity Jones, UWE Bristol School of Education & Childhood & Dr Christopher Bear, University of Cardiff)

Science, sustainability, and an air fryer!

Science Communication Unit | 12 June 202412 June 2024

Find out how MSc Science Communication student Casey Spry created a podcast about UWE Bristol’s repair café

Leaning against the kitchen window on a warm summer’s afternoon, I suddenly realised my first September with no plans was approaching. Feeling nervous, I scrolled through courses online when I came across one that grabbed my attention – MSc Science Communication. It sounded interesting. My mum peered over my shoulder and said, “Apply, what have you got to lose?” One year later, I was listening to my own voice rumble through the car radio, discussing all things science and sustainability.

I entered the Master’s course at UWE Bristol hoping to discover a new career goal; I wanted a role that allowed me to talk about environmental science and be creative. So, when I was asked to make a podcast package about UWE Bristol’s Repair Café event, I jumped at the opportunity.

The Repair Café is an event held once a month at UWE Bristol’s School of Engineering building, where students and community members can get broken items fixed for free. But it is also much more than that. The event is part of a wider sustainability movement, as it prevents environmentally harmful items from ending up in landfill. It is run entirely by dedicated volunteers, and I was thrilled to be chatting with some of them for this podcast.

Interviewing people was a new challenge for me, but I was up for it. What I didn’t anticipate, was finding myself in a situation where I would have to interview three people, all at once. Sitting in the open-access area of the engineering building, I set up the microphone, tampered with the recording button more times than necessary, and started the interview with a shaky “Welcome everyone”.

Alongside the interviews, there also needed to be an underlying narrative. It’s all about the story. I was excited about this part, but how could I make this podcast more relatable? I often pondered such thoughts while doing mundane tasks like cooking dinner. Tapping my foot with anticipation, I pulled open my air fryer drawer, only to find the door handle clenched between my fingertips and burnt chips forever locked inside. Instead of immediately throwing the air fryer away, I contemplated its fate as the broken drawer sat miserably on the kitchen counter for weeks. It just didn’t feel right to throw something away when the most expensive part of it, the electricals, wasn’t broken. Could there possibly be a cure? Yes, the Repair Café at UWE Bristol was happening the following Wednesday, and I had faith I could return it to my student house with a new lease of life.

Drew, a volunteer repairer, became the hero of this story; he fixed the air fryer with only two screws. Admittedly, I felt ashamed that I couldn’t have figured out how to do that myself, but it seems I am not the only one who has lost these basic repair skills. As I discovered, during the interviews, the Repair Café also focuses on teaching people how to fix things at home, which is an important skill that many of us no longer have.

Our four-way conversation had flowed better than I could have hoped for, but now it was time to get editing and cut it down to something concise and engaging. Having an active video editing hobby and three years of experience using Adobe editing software, I was undoubtedly looking forward to this part the most. Yet, as with any project, I had plenty of hurdles to get over. Somehow, during the interview I had managed to block out the almost comedic sounds of students playing giant ‘Connect 4’ on a table next to us. Putting my audio editing skills to the test, I worked for days to reduce the noise, but in time I found enjoyment in the immersivity of the surrounding ambience. Including background noise, in fact, became a technique I would use in future radio and podcast creations.

I first heard the package on Bristol City FM as it aired live on the Love and Science radio show. The experience was slightly surreal, but I felt grateful to be sharing it with family and friends as they listened from different locations. Anyone can now listen to the package on the Science Chatters podcast, which can be found through the following link…

While I am only two-thirds of the way through this course, I already have a clearer picture of what it means to be a science communicator. I discovered that this experience wasn’t just about creating a podcast, but also the chance to meet incredible people, all with the same goal as mine – working to create a more sustainable and healthier planet. In addition to learning how to put life back into kitchen appliances, I discovered that there are no limits to the science I can learn and share when creating a science podcast.

By Casey Spry, MSc Science Communication student

What happens to our science communication graduates? The Sequel Part 2

Science Communication Unit | 15 November 202315 November 2023

In our last blog post we updated you on our 2023 Infographic data gathered from 55% (n=165) of graduates who completed the MSc Science Communication programme between 2003 and 2022. We also contacted a number of graduates requesting their participation in a case study. In this second blog post we capture some further points from these case studies.

One potential career area that’s often popular with students starting our programmes is the media, and we’ve met more than one budding ‘Sir David Attenborough’ over the years, but working in the media can take a variety of forms and 13% of our graduates now work in this field. One student who’s found their niche in the media is Dylan Casella, who is currently Head of Acquisitions and Co-Productions at Off the Fence, a factual production and distribution company in the TV and film industry. Dylan graduated from the MSc just over five years ago.

Dylan described his job role to us:

What that really means in simple terms is I find documentary series, specials and one offs for my company to take to the international market and help producers reach wider audiences with their stories. Whilst this can cover any factual genre or topic, our calling card is Natural History, Science and environmentally focused docs. As part of my role I also provide executive producer support for many of our producers to help add the finishing touches to their documentaries.

Sounds like a dream job doesn’t it? For Dylan, one of the MSc modules had been particularly important to his future career:

The Science on Air and On Screen module was a really fun and interesting exploration of storytelling through radio and film production. Moving into science and factual TV and radio production was my goal after the course, and that module provided the skills and the springboard for me to make the move into the industry.

But Dylan also emphasised that the programme offers a lot of versatility for future careers, both in and beyond the media:

The skills on this course are highly relevant and extremely valuable. They’re specialist skills, but they’re also highly transferable, learning how to effectively (and creatively) communicate complex information in accessible forms for wide audiences is an invaluable skill to have in many walks of life. Having the depth of understanding this course provides gives you the perfect foundation to start a career in science communication.

A further graduate, who is now spending a bit more time in front of the camera, is Sophie Pavelle who graduated in 2018. Sophie is employed part-time by the conservation NGO, Beaver Trust, as a Communications Coordinator, which she also balances with freelance science communication commissions, especially writing for newspapers, magazines and book publishers about British nature, conservation, and climate change. In 2022 her first book Forget Me Not was published. For Sophie, the MSc programme had played an important part in exploring her career options and was the key benefit she described when we asked her what she’d appreciated about studying at UWE Bristol:

Being encouraged to find my own path in science communication, and discover skillsets and passions I previously wasn’t aware of, at an institution close to home that had brilliant facilities, and accessible transport links, has been invaluable in developing my career.

Sophie also enjoyed ‘meeting an amazing, diverse and talented group of people, the intimacy and creativity of the teaching environment, helped by small classes and valuable contact time with the lecturers and staff’.

Dylan and Sophie both studied with us full-time but part-time study is also a very popular way to undertake our programme and for a quarter of our graduates this was how they had studied with us, often already working in associated fields or alongside caring responsibilities. Michael Ormond is one graduate who was already working in the medical technology sector, and is now based at a company called Stryker. He works within the Joint Replacement Division, which focuses on implants for orthopaedic surgery such as hip replacements and knee replacements in his role as a Science Communication Manager.

Michael already had a lot of experience before starting the course, describing his role as sitting between the research team (which is his background) and the marketing team. For Michael the programme offered something extra:

The MSc in Science Communication widened my understanding of the process of science communication. Since completing it I have developed a few maxims which I apply daily; Start with your audience is an example! It was great to hear from other sectors about the challenges they face; this has helped me think more holistically about how I do my job. It has also helped me recognise the science communication is all around us and not just on the tv or on YouTube! Once you develop an eye for it you see it everywhere.

As a part-time student UWE had held a particular appeal for Michael: ‘For me, the main benefit of the UWE MSc was the format. I have worked full time whilst studying and was able to take only a few days of each month to come and do the course’. The location and team at UWE also appealed: ‘the staff were all very knowledgeable and being in a creative place with access to established science communication businesses such as Films at 59 added something unique.’

*Photo credit: The Rosalind Franklin Institute*

With the MSc at UWE Bristol now running for two decades we’ve also been able to witness our graduates career progression, and 41% (n=68) of graduates now work in senior, strategic or managerial roles. Laura Holland who graduated from the programme around 10 years ago is now Director of Strategic Marketing and interim Chief Operating Officer at the Rosalind Franklin Institute, a government funded research institute in Oxfordshire. For Laura the combination of practice and theory had been key in the programme and something she has continued to apply in her working life:

There is a rich and deep academic grounding in science communication which can’t (shouldn’t) be separated from practice. Knowing why the field works helps you perform science communication more effectively. I still seek out science communication literature now when I’m stuck with practical problems – it offers a different perspective and paths to explore.

Whilst Jo Silva, who also graduated some time ago is now Head of Communications for a medical department of the University of Oxford. For Jo, the connection of the programme to her career had been integral from the outset of her career as she explained with one example of a benefit she’d felt from studying with us:

A straightforward [benefit] was that I got my first job through my supervisor, before I’d even finished my MSc. That was neat! Many years later and looking back, what I realise is that the course prepared me incredibly well for the real world of work in science communication. It was very practical and relevant and I still use things I’ve learned then day-to-day.

We were delighted to catch up with our graduates in developing these case studies and the infographic. We are extremely proud of the contributions they are now making to science communication internationally, as well as the opportunities they have pursued in other career areas, the friendships they’ve formed and the stories they still have to tell. As we celebrate our 20^th Anniversary in 2024, we’d like to say thank you to those who shared their experiences with us, as well as to all graduates of our science communication programmes at UWE Bristol. We can see you have learnt a lot, and we have also learnt from you.

Professor Clare Wilkinson, Science Communication Unit Co-Director & Dr Amanda Webber, MSc Science Communication Programme Leader.

What happens to our science communication graduates? The Sequel Part 1

Science Communication Unit | 8 November 20238 November 2023

In 2016 we published an infographic that explored the career paths of our students after they completed their MSc. In 2024 we will be celebrating 20 years of our MSc science communication at UWE Bristol and we thought it would be timely to catch up with our graduates’ careers now and we’re even more impressed. You can view our updated infographic below.

UWE-2023-MSc-Sci-Comm-Infographic-FINAL Download

To gather the data for the infographic we took a couple of routes.

Just over 300 students have graduated from our UWE science communication postgraduate programmes since 2003 and whilst we aren’t in contact with all of them, a significant number have kept in touch with us via a dedicated LinkedIn group that we use to share news and job opportunities. Following ethics approval from UWE Bristol (HAS.23.03.088) we drew together information on our graduates if they were a member of that group and included their postgraduate programme amongst their public LinkedIn profile. We also offered an opt out period for graduates who would prefer not to be included in the infographic. This resulted in data from 55% (n=165) of graduates who completed the programme between 2003 and 2022.

We also contacted a number of graduates requesting their participation in a case study. Here, and in a second blog post which we will be sharing soon, we capture some of the key points from the infographic and case studies.

UWE-2023-Infographic-CASE-STUDIES Download

77% (n=128) of our graduates now work in science communication directly and one clear example of this is Dr Amy Seakins, who after also completing a PhD, is now Deputy Head of Public Engagement at Imperial College London. Amy supports staff and students to engage the public with their research and work – her team runs training sessions, seed funding, awards, and networks all about engaging with public audiences. Amy is also,

‘passionate about evaluation, a lot of my work involves looking at the impact of public engagement and understanding the benefits for everyone involved’.

For Amy, some of the key aspects of her current role were underpinned by the teaching she experienced at UWE. When we asked her about a ‘take away’ from the programme she said:

‘I was amazed at the breadth of different roles in the science communication sector – the course really opened my eyes to the variety in the field. On a more academic note, understanding why two-way dialogue is so important over a ‘deficit model’ way of thinking has underpinned everything I have done since.’

Amy also highlighted that she’d most enjoyed one aspect of the programme:

‘The people. (That’s probably not a surprise from someone who works in engagement!) The staff are brilliant and so generous with their expertise. The fellow students and their varied backgrounds and interests – you really get to know your cohort and develop a great mini network for beyond the course. Plus the guest speakers and others you meet along the way.’

19% of our graduates now work in fields related to science communication, like science teaching, for the NHS, as civil servants or in the (non-science charity sector) but sometimes the boundaries between science communication and other types of roles can be quite blurred. One interesting example here is Andy Robinson-Noades. Andy graduated from our programme nearly 10 years ago, and now works as a Senior Concept Manager at LEGO Education in Denmark. Within this role, Andy is working on the development of FIRST LEGO League, an international STEM learning program for 4–16-year-olds that is delivered in over 110 countries. Andy said his tip for future students looking to develop a career in science communication would be to try things out:

‘The best tip would be to try out every opportunity you can, even if you don’t think it will be for you. These experiences will introduce you to new people, perceptions and techniques that you may not have been aware of but will, in my experience, pave the direction to your career.’

Andy also related this to aspects that he enjoyed in the MSc programme, saying

‘it was the perfect blend of theory and practical. We had the opportunity to learn the core of the subject, giving us the foundations to go and apply it into our own initiatives.’

Our graduates work in a breadth of fields from universities and research institutes, to industry, science communication associations and funders, with some graduates also developing freelance careers. 17% of graduates that are working directly in science communication are now working in charity-based settings, and one example here was Sarah Venugopal, who is now Head of Impact at Great Ormond Street Hospital Children’s Charity (GOSH Charity). Sarah leads the team that evaluates the impact of projects that GOSH Charity has funded and helps to communicate that impact to the public. We asked Sarah for a tip for future science communicators, and she highlighted that flexibility has helped her:

‘Be open to lots of opportunities for science communication, even if it feels like a non-traditional route or form. After the course, I joined a graduate scheme in market research and learned a lot about qualitative research methods. I did a more “traditional” science communication role after this, and found I did more science communication on my graduate scheme than I thought! This set me up well for my future science communication roles.’

For Sarah, exploring opportunities was something that had started during her time in Bristol:

‘Bristol is a wonderful city – big enough for there to be lots to do and yet still maintain a community feeling. Studying in Bristol provided me with great opportunities to gain experience in Science Communication alongside the course – I was able to volunteer at @Bristol (now called We The Curious) in my free time. There are lots of science communications opportunities in and around Bristol: my first paid job in science communication after the course was an evaluation of a student film festival in Exeter.’

Bristol is a very active city for science communication, and 28% (n=47) of our graduates have stayed based in the city after their studies but we also have a large network of graduates around the globe. Dr Wilasinee Triyarat who completed her MSc and PhD at UWE is one example, as she is now the Director of Research and Academic Services Division at the National Center for Public Awareness of Science, National Science Museum, Thailand. In this role she has developed a science communication curriculum for university students to recognise the importance of science communication and the role of science communicators, and she is currently working on research to promote good health for older people through museums to support Thailand’s transition to an aging society. Wilasinee also enjoyed her time in Bristol:

‘Sharing ideas and experiences between classmates was an important part of the MSc that allowed me to explore new ideas. In addition, I made new friends from different backgrounds. We are still in contact and support each other’s science communication careers. The benefit of learning with experts from various backgrounds was my most enjoyable moment. It gave me new perspectives and ideas that have supported my career.’

International students are an important part of our programme, and we’ve been delighted to welcome many over the years, who have shared with us examples, stories and insights from their own societies and cultures. We also welcome students to our programme from an array of disciplinary backgrounds, and this means that a number of our graduates are now involved in communication roles that communicate a wide range of different types of research. Paloma Salgado Tonga, has also returned to a museum setting but is now Director of Experience Design at the Interactive Museum of Economics in Mexico. There she leads the research, content development, graphic and museographic design teams to develop permanent and temporary exhibitions for the museum, both in the national and international arena. Paloma’s top take away from the programme had been that the ‘tools you need and develop for a creative and innovative science communication can come from unexpected places and be applied in many different fields’. This also formed the basis of the advice she would provide for future students looking to develop their careers:

‘Search for new projects, in different disciplines (design museums, tv, podcasts, pop ups, art museums, etc.) and experiment using their mechanisms, tools, and ways to innovate in science communication. The way we communicate and open conversations with other people changes very quickly and is a complex human endeavour. Dare to experiment, dare to use art, design, different spaces, literature, poetry, anything that helps you build a bond between science and the public. Neutrality is overrated. Dare to be creative.’

In the next instalment of these blog posts, which will be published next week, we’ll be looking at some of the other career areas our students are now working in, the different ways you can combine study and working, and how our students progressed to more strategic areas of their careers.