uk.youtube/climate camp

1. http://uk.youtube.com/climate camp

2. Environmental Catastrophe looms > SAY ‘NO’ TO DHMO < FACT: THIS SUBSTANCE CONTRIBUTES TO THE GREENHOUSE EFFECT FACT: THIS SUBSTANCE CONTRIBUTES TO SOIL EROSION WHICH KILLS THOUSANDS EACH YEAR FACT: CONTAMINATION IS WORLDWIDE FACT: IT IS PRESENT IN EVERY STREAM, LAKE AND RESERVOIR ACROSS THE U.S.A. FACT: SUBSTANTIAL QUANTITIES FOUND IN ANTARCTICA FACT: DETECTED IN ALL VARIETIES OF TUMOR FACT: EXPOSURE TO SOLID FORM CAN CAUSE SEVERE TISSUE DAMAGE

3. > SAY ‘NO’ TO DHMO <More about DHMO • The pollutant DHMO is ubiquitous • DHMO is otherwise known as Dihydromonoxide • The threat is serious and widespread • We can’t afford to expose our children any longer • Multinational companies export this pollutant • Take action now: SIGN OUR PETITION

4. Say No to DHMO! DiHydroMonOxide H2O

5. the Communication which side of the fence do you sit on?

6. Introducing your host …

7. your Aperitif … why Communicate? relationship between science and society is becoming strained states, ideologies and civil society all increasingly wish to shape the research agenda and its future course open and rational discourse between all communities and stakeholders becomes ever more important and more scientifically literate citizens are a priority

8. and who pays your salary?!

10. What is communication

11. science festivals • sci-Art • Science fiction • webdesign & multimedia • dialogue events • trade shows • print journalism • broadcast media • press and PR • museums • science centres • science policy • education

12. Engagement with schools • Many children hold a negative view of science and scientists • These children will become adults who are likely to mistrust science • Evidence supports the idea that many career choices are made by age 11yrs. • Supply chain

13. Main Course Royal Society Survey, 2006 - current attitudes and practice among scientists with regard to science communication & public engagement

14. Web-survey in 2006 • 1485 research scientists • 40 questions • Additional 41 interviews • http://royalsociety.org/page.asp?id=3180

15. Importance (1-5), in your current post, to directly engage with Schools & School teachers: 14% - 15% - 21% - 30% - 20% How many times have you worked with teachers & schools: None - 70%Once - 15%; 2-3 times: 10%; >4 times: 5% 23% described this group as ‘the easiest to talk with’ (2nd only to popular science journalists) 13% described young people/teachers as ‘the hardest to talk with about your research’

16. Main Drawback (from a defined list): • 29%, It takes up time better used on research • 19%, There are no drawbacks • 19%, It can send out the wrong messages • 10%, it makes them a target • Second main Drawback (from a defined list): • 24%, there are no drawbacks • 16%, it takes up time better used on research • 16%, it can send out the wrong messages • 14%, takes up time, better-spent on other non-rsearch activities & it makes them a target

17. In relation to other things in your working life, how important is it that you find the time to engage with the non-specialist public? • 10% Not at all important • 42% Not very important • 21% Equally important • 19% Fairly important • 9% Very important

18. How much time engaging ? • 45% would like to spend more time engaging • 41% content with the amount of time I spend • 3% I would like to spend less time • 11% Don’t know WHY ? • 66% Scientists and engineers should engage more with the public • 14% recognise the need to recruit more students

19. Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree Scientists who communicate a lot are not well regarded by other scientists: • 3% strongly agree • 17% agree • 22% neither agree/disagree • 36% disagree • 18% strongly disagree • 3% don’t know

20. Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree Funders of scientific research should help scientists communicate with a nsp • 16% strongly agree • 54% agree • 17% neither agree/disagree • 7% disagree • 1% strongly disagree • 3% don’t know

21. Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree Engaging nsp in science is personally rewarding: • 11% strongly agree • 52% agree • 21% neither agree/disagree • 6% disagree • 1% strongly disagree • 9% don’t know

22. Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree Engaging nsp in science is best done by senior researchers: • 4% strongly agree • 19% agree • 20% neither agree/disagree • 42% disagree • 12% strongly disagree • 3% don’t know

23. 38% felt ‘not well equipped’ to enage 73% had received ‘no training’ in communicating science 22% would feel encouraged to get involved if someone else initiated it / offered me the opportunity (top response) >40% consider it fairly / very difficult to get involved in science engagement activities

24. Incentives - tasty little nuggets • More money - departments 81% • Grants to cover staff time -78% • Help with career – 83% • HoD support - 73% • Awards for departments 56%; individuals 39% • Funders should support - 62% net agree • Simplified grants - 75% • Easier to get funds - 72% • Other organised -69% • Leadership in individual universities/ other science institutions

25. What is stopping you from getting (more) involved in engagement ? • 64% I need to spend more time on my research • 43% I need to spend more time getting funding for my research • 23% I need to spend more time teaching • 22% I am too junior

26. How children view scientists 10-year-olds’ drawings

27. How children view scientists 10-year-olds’ drawings From children’ book

28. How children view scientists 10-year-olds’ drawings From children’ book 15-year-old: “I know all about elements, compounds and mixtures and that atoms have little circles and dots and how to use a Bunsen burner but I don’t know what that has to do with anything.”

29. Time • Could you make 4 visits to a school in 1 year? • 1 day = 8 hours • Make 4 x 2 hrs. visits to a school • 1 day for planning time & travel • Yes, by giving up just 2 days (out of 365)

30. your Dessert … a little sweetener?

31. towards a positive future …? • Actively supportedby CE & CO • Funded by the EU Science in Society programme • Regional coordinatorsto help facilitate links http://www.carboschools.org

32. towards a positive future …? • ‘off-the-shelf’ experiments to use in school • Existing projects for you to feed in to • Make sustainable links http://www.carboschools.org

33. where is our next meal coming from? • next PhD student? • 25% of young people agreed with the statement ‘school put me off science’

34. after dinner drink … Engagement Environment • Approx. 60% of UK and EU popns. Feel ‘scientists put too little effort into informing the public about their work’ • 59% young people view understanding the causes of CC as ‘very beneficial’

35. Challenging Science Culture • Full support of middle management and HoDs towards engagement • Not for everybody • Transferable skills and a culture of engagement seen as ‘the norm’ • Communication Rewarded & Recognised • Alongside publishing in high-impact Journals

37. TSN in 2008 • ‘Bottom-up’ organisation • 240 teachers • 80 scientists • 45 associates • Approx. 70 partnerships • Linking NRP with schoolsin Norfolk & North Suffolk • Additional activitieswww.tsn.org.uk • RIR

38. Scientists need to develop more effective ways to engage in dialogue with the public • To listen as well as to inform • To respond to concerns • To be honest and brave when confronting contentious issues Sir Paul Nurse (2004)

39. Responsibility of research scientists to communicate to the rest of us the excitement of making new discoveries and the importance & implications of their work (House of Lords Science Committee – Science & Society, Feb. 2000) • Science Education in schools can only benefit when teachers and pupils have direct contact with professional scientists and the world of work • (David Moore, ASE Chief Executive, EiS, June 2002)

40. phil.smith@bbsrc.ac.uk communication • supportive engagement • Lesswell regarded by your peers which side of the fence will you sit on in the future ?