Public Engagement Projects

Introduction

On this page you can read about the public engagement projects that students have done through the URSS scheme, with support from the Warwick Institute of Engagement.

URSS 2024

Are you hoping to do a URSS public engagement project in 2024? Find out everything you need to know and sign up to an information session.

Projects in 2023

The Warwick Institute of Engagement is delighted to have funded and supported 11 students to do Public Engagement URSS Projects in summer 2023.

Adventure Through The Milky Way - an educational board game about astrophysics

Gillian Fernandes, supervised by Dr Anne-Marie Broomhall

Gillian is standing behind a table with a black tablecloth on it. On the table is a board game painted in a swirl of purple and blue. On the table are small 3D transport-shaped objects to use as counters. There are also cards the size of playing cards, modelling clay or play dough, stickers and badges.

Project proposal (summarised)

For this project I will design a board game which takes you on a journey from the centre of the Milky Way to the centre of the Sun. This will introduce fundamental ideas such as gravitational attraction, orbits in the Solar System, and the different layers of the Sun, explaining fusion and convection zones. Starting from the centre of the Milky Way, players will travel 25,000 light years to our Solar System by rolling a dice. The goal of the board game is to reach Earth while completing challenges from issues such as space weather, comets, exoplanetary systems and satellites. My audience will be 10-12 year olds and I aim to base the theory on year 5 and 6’s national curriculum in regards to their foundational knowledge of space to ensure that I am building on their understanding. The board game could be paired with a short presentation or take away flashcards, thus it may be potentially used as a future learning tool or workshop for students to gain a better understanding and interest in Astrophysics.

How I organised my aims

I organised my aims in a manner of deadlines:

July 1st - 14th (Research)

I will research about the board game theory and what makes a good board game
I will evaluate studies on game-based learning and investigate how board games are developed
I will research the key stage 2 curriculum - I also plan to go beyond this with my astrophysics knowledge
I will research the theory of travelling to the centre of the Milky Way from Earth, and answer questions such as:
- How long would it take?
- What is space like between the Milky Way and the Earth?
- Space weather, exoplanetary system names and satellite names
- Types of comets, planets and galaxies that would be present in this area?
I will find the physicists which the students ‘bump’ into on the way eg. Harvard computers, and influential physicists (focusing on women) and learn some background information about these individuals to add to the pamphlets as fun facts

July 14th - July 31st (Practical building)

I will complete these tasks within the given time frame:

Start the board game assembly
Plan the presentation that could act as an introduction to the board game and what astrophysics is
Create the takeaway flashcard/pamphlet that summarises some
Create the survey for students
Contact schools to present during September

Ideally, if it is possible at the end of July present to a summer camp and take feedback for September presentations

September 1st - 30th (Presenting)

Present to at least 5 schools/ summer camps/ brownies/ guides
Take feedback from each to improve for the next school and evaluate the board game as a whole.

What I did

In this project, I designed a board game which takes space travellers on a journey through the Milky Way to the sun. The audience for this game is 10-12-year-olds and introduces fundamental ideas such as orbits in the solar system and, the composition of the planets and the galaxies. To succeed and reach home, players must overcome obstacles such as space weather, asteroid attacks, and exoplanetary systems by completing one of 8 tasks. The tasks were based on the KS2 curriculum and included testing students on their physics and maths knowledge while introducing new astrophysical concepts. The board game can be paired with a short presentation; thus, it could be used as a future learning tool or workshop for students to gain a better understanding and interest in Astrophysics.

To develop my understanding of game theory and child psychology I wrote a research paper summarising what I learnt through reading papers.

Furthermore, the tasks I included in the game are detailed below:

Space weather - Modelling (timed)
Asteroid - Charades (timed)
Solar storm (from star) - Pictionary (timed)
Super Rocket launch - Physics question
Normal Rocket launch - Maths question
Stationary on planet - Guess what happens (mini-experiment)
Stationary on moon - Matching game
Crash into a star (due to gravity) - Higher and lower questions

Each task had 20 cards associated with it, thus there were 160 cards in total allowing enough range for the children to answer and play the game for over an hour. However, when presenting the game to schools/brownie groups since the classes were 20+ students we played the game with groups of around 6 for 20-minute intervals, which allowed the students to gain a sense of the game.

After the game design was finished I created the base of the board game with paints and coloured cards. With the base being a painting of the Milky Way where players follow the arms of the Milky Way to get home, I tried to align the placement of the sun/home it’s actual position in the Milky Way for scientific accuracy.

After the board came and the cards were finished I started outreach. We had planned to visit 4 brownies guides groups, 1 scouts group and 3-4 schools.

Who I worked with

To design the board game I worked alongside my physics lecturer Anne-Marie Broomhall, and used the Warwick Institute of Engagement's resources to help produce the board game. They also provided the materials to build the board game. We also worked with youth groups such as Brownies, Guides, Scouts and several local primary schools in the Coventry area in presenting the board game.

What I learnt from the experience

A very young child is playing a board game on a table with two adults.

Overall I find the main skills I learned were a development in my public speaking and presentation skills. To help with public engagement I attended a masterclass in presenting tabletop activities which helped greatly in learning specific skills which I used later in outreach. Moreover, I learnt skills in communication, specifically how to deliver information to different age groups and how to adjust the scope when describing the game to adults. This came into practice when I had to present the game to the girl's guides leaders, and teachers and was further developed in my public outreach activity in Leamington where I presented the game to the public. These experiences helped greatly in growing my confidence in presentations.

Furthermore, I learnt a lot more about child psychology and how children can learn through games; with games providing an interactive space for brain development by providing a space where children can proactively learn. Additionally, I learnt organisational skills when scheduling the outreach sessions in between my academic life.

Evaluation: checking if I achieved my aims

Overall I would say I did achieve my aims. After visiting some schools I asked the children to fill out a feedback form on what they thought of the game and any ways to improve the game. I conducted this by allowing them to rate the game on a 1-10 unit scale. With the average response 9.67/10 rating of the game. 100% of the students said they would recommend the game to a friend and they would play the game again.

With most of the children telling me “[they] wanted more time to play the game”; with all of them saying “[they] thoroughly enjoyed playing the game”.

In light of these responses, I would like to say I achieved my aim of producing an educational game which allows children to learn about astrophysics enjoyably. Moreover, by presenting to several brownie groups I achieved my goal of getting more girls involved in science, with some of the girls saying “they wanted to be an astronaut when they grow up”.

Advice for future students

Gillian is talking to an adult who has their back to the camera. Gillian is wearing a jumper with space-themed stickers on it, and some badges.

If there are any future projects involving building a board game or creating cards I would tell them to dedicate at least 2 weeks to producing the cards as they can take way longer to cut glue and laminate than you think.

For future public engagement students presenting an educational resource to children, I would encourage them to not overestimate the children's abilities and be prepared to explain concepts. Also, be prepared for lots of questions and also having to correct children's misconceptions. Further, I would heavily encourage having a tactile activity, whether it's playdough drawing or some sort of craft alongside as children love creativity and some children who have difficulty paying attention can find it helpful to draw/fiddle. Nearly all the children that played the game were extremely eager to play with the play dough and it helped them associate colours with planets.

In general, for public engagement students, I would encourage having some sort of takeaway for their audience. I provided the public/children with stickers, this helps with publicity and also increases the chances of individuals remembering your activity, and gives them something to look forward to after the presentation.

If someone is nervous about presenting I would heavily recommend they present to a group of friends before and ask for feedback. And have a bullet-point list of what you want the public to know.

‘Walking to School’ Podcast

Ruyi Wang, supervised by Dr Gioia Panzarella

Project plan

For my project I will make a series of podcast episodes discussing the safety barriers that prevent pupils from walking to school. I will use Coventry as a case study and build on local resources. Based on initial research, for example through focus groups, I will be delivering podcast content such as ‘Psychology behind stranger danger’, ‘Risk perceptions in cities’, and ‘Liveable Neighbourhood in Earlsdon’ (a pilot projectLink opens in a new window). I will invite University of Warwick academics to my podcast, to contribute and disseminate their research expertise. My audience is the parents/carers of pupils, particularly in the local area, who are the decision makers about how pupils travel to school. Through this project, I aim to increase awareness of the different factors that contribute to families’ decision-making when determining how their children commute to school, and to consequently change the children's patterns of commuting behaviour, promoting walking to school as a form of sustainable transport.

Listen to Ruyi's podcast

Project complete - reflections

The primary aim of my URSS project was to understand the barriers that hinder children walking to school and to contribute valuable insights for promoting safe, active, and sustainable travel for children. Specifically, I aimed to delve into the intricate factors influencing caregivers' decisions regarding children's school commutes.

I employed a mixed-methods approach, combining quantitative data collection through questionnaires with qualitative insights gathered through open-ended responses. The research was conducted in collaboration with parents and carers of primary school pupils in the Coventry area. While the primary communication is focused on caregivers, this project also involved engagement with local schools and community organisations.

Through this project, I gained practical experience in research designs. I was able to enhance my skills in both quantitative and qualitative data analysis, including the use of statistical tests and thematic analysis. Furthermore, I had the experience of turning my research findings into a form of public engagement, which enriched my professional development.

I mostly achieved my aims through generating comprehensive insights into the complex factors which shape school commutes. Through a systematic analysis of both quantitative and qualitative data, I was able to uncover more nuanced patterns in caregivers' decision-making processes. However, this research would benefit more from gathering more data through more in-depth data collection methods.

With thanks

Thank you to Dr Jonathan Clarke, Adela Glyn-Davies and Dr Mikhail Spektor for their time, insights and support in featuring on the podcast.

A photo of Ruyi standing next to a landscape academic poster with text on it.

Advice for future students

For a future Public Engagement URSS student, I would advise for them to be ready to communicate with your supervisor (and your peers, your tutors, etc.) and do not be afraid to receive feedback. It is also good to be prepared to adapt your research methods based on the feedback and practical considerations. Finally, be sure to reflect on your progress with your research, be confident in how far along you have gotten, and ensure your next steps stay align with your project’s goals.

Changing Minds: Philosophy in the Public Realm

Jay Howard, supervised by Dr Kirk Surgener

Project plan

My public engagement project centres around creating a series of YouTube videos on various topics within feminist philosophy and the philosophy of race. My project aims to bring to life philosophical debates, making them accessible and engaging to a broad, non-academic audience. I hope to encourage others to think critically, reflect, and respond to these topics and issues, especially as they relate to their own lives and current events. I’m also aiming to fill a gap within existing public philosophy – especially with regards to philosophy Youtubers – by focusing on clarity, simplicity, and accessibility. My target audience consists of individuals who are interested in philosophy and/or social justice but may not have any formal education in the area. Given YouTube user demographics, I will primarily target teens and young adults.

Project complete - reflections

My original aim for this public engagement project was to create a series of YouTube videos about feminist philosophy and the philosophy of race, making complex philosophical concepts accessible to a non-academic audience. I aimed to make the content engaging for a broad, non-academic audience, mainly targeting teens and young adults. I wanted to encourage critical thinking and reflection on these topics and fill a gap in existing public philosophy by focusing on clarity, simplicity, and accessibility.

I ended up creating a single animated YouTube video on epistemic injustice: injustice related to knowledge. Through the project, I learned how to use AfterEffects and gained confidence in various aspects of animation and video production. I also used social media promotion and branding to reach the intended audience. Additionally, I confirmed my interest in the intersection of social epistemology and political philosophy, which I am now pursuing in my master’s degree.

While the original aims included creating a series of videos, I only managed to produce a single video due to the underestimated scale of the project. However, I did succeed in making the video engaging and accessible, which aligned with my primary aim of public engagement. As the video was posted recently, the success metrics (views, comments, etc.) are yet to be substantive, but friends and family have reacted positively. This process of conceptualising and carrying out the project taught me about the time and motivation required for such endeavours and the importance of setting realistic goals.

Jay's video

Advice to future students

To future Public Engagement URSS students, I would offer the following advice:

Start with realistic project goals and timelines. Don't underestimate the time and effort required for public engagement projects.
Focus on quality over quantity. It's better to produce one high-quality piece of content than multiple rushed or subpar ones.
Embrace your interests and passion. This project helped clarify my love for the intersection of social epistemology and political philosophy. Find a topic that genuinely excites you.
Be open to learning and adapt as you go. You might discover new skills and interests during the project to benefit your work.

The Life of an Archaeologist at Pompeii

William Vernon, supervised by Dr Paul Grigsby

Project plan

Archaeology has traditionally been a rather niche discipline, but universities and employers are increasingly recognising the need for bringing in new and diverse voices to the discipline. Alongside these efforts, my project aims to bring the realities and opportunities of archaeology further into the public sphere.

My project involves a five-week excavation at Pompeii, I will communicate my experience of this via two strands. Firstly, I will create a ‘dig diary’ which will provide a reflective account of being an excavator, including the duties performed and the skills developed, ending with my personal thoughts of the experience and an assessment of how this has progressed my career ambitions. This will be published on the Warwick Classics NetworkLink opens in a new window website.

The second strand will broadcast features of the job via a social media page, recording daily life, the social aspects, and the living arrangements, and these will be posted in real-time on Twitter @ArchaeoWandererLink opens in a new window.

A degree related to heritage and archaeological studies such as Classics is highly advantageous for entering the discipline, so I believe that I will attract the viewership of individuals who share an interest in the past while also highlighting one of the reasons to consider studying Classics at university. I further aim to inspire individuals from backgrounds with restricted access to the information required for pursuing a career relating to Archaeology, helping to shape a more diverse Archaeological community in the future.

Project complete

Will has now finished his work at Pompeii. You can read his dig diary on the Warwick Classics Network website and see his account @ArchaeoWandererLink opens in a new window.

Week 5 and Pompeii 1.14 2023 ✅Despite it being the final week we have kept a high intensity, ensuring that all the excavations are backfilled. It was a relief to finish ahead of schedule, allowing us to celebrate our efforts. Here are some pics from the final day of excavating: pic.twitter.com/gbP3sj0k2y
— Will V (@ArchaeoWanderer) July 19, 2023

What's next?

Next, Will is participating in an archaeological fieldwork project at Knossos in Crete. You can read about the project on their account @Klasp2022Link opens in a new window

Team Warwick learning the basics of pottery identification. We have a lot to get through!- Day 1✅@TulaneSLA @Tulane @ClassicsWarwick @warwickuni @ClassicsUCD @BSAthens #knossos #Archaeology pic.twitter.com/gAzaNWu5C5
— KLASP_Knossos (@Klasp2022) September 5, 2023

Stellar Strategy, Constellation Chaos and Solar System Showdown - a cosmic card game set

Gabbie Bassett, supervised by Dr Anne-Marie Broomhall

Project proposal (summarised)

My public engagement project is to create a series of card games about the planets within our solar system, further stars and identifiable constellations. These cards will be split into three separate packs, named Solar System Showdown, Stellar Strategy and Constellation Chaos. Each card will include specific details of the characteristics of a planet, star or constellation depending on the pack. Pictures and a fact file will also be included on each card to allow the game to be used as a revision or learning tool. This will be aimed at children aged 9-11. Once I have created the cards, I will take them to primary schools, girl guides, scouts, summer camps or other social/community groups for children.

My aims

The intention of this project was to create a series of card games, inspired by Top Trumps, about the planets within our solar system, further stars and identifiable constellations. These cards will be split into three separate “packs” of cards, named Solar System Showdown, Stellar Strategy and Constellation Chaos. I aimed to educate and inspire primary school children between the ages 9-11 on the subject of astrophysics, in line with the current year 5 & 6 English curriculum. The aim was to make learning about the solar system and stars a fun and social activity.

What I did

The method of this project was the same for all three sets of cards and was done in four separate steps: Research, Design, Testing and Production.

Research

For each pack 5-7 “stats” were chosen, and research was done on what 32 objects should be chosen for the 32 cards within the pack. In the early stages many objects were rejected due to a lack of data for one or more of the chosen “stats” or because they were too complex or unrecognisable for their intended audience. The best metrics for each “stat” were chosen to allow the numbers to be comparable and easy enough to comprehend. 4-5 stats and 32 final objects were chosen, and fact files were researched and compiled for each card to explain more about the object, including fun facts to engage the children.

Design and feedback from children

Inspiration was taken from existing Top Trump packs and 4-7 designs were created. These were then evaluated based on their use of space, clarity and aesthetic by children within the age range. Once a design was chosen for the pack the information collected during the research stage was added into the design. At this point adjustments may have been made to assure the design was suitable for all objects. Images were also found, and care was taken to assure they were accurate, coherent but distinguishable and corresponded well with each other. A title card, the matching backs for each card and the instructions for each pack follow the same design and were created at this stage.

A set of black rectangles with facts about the sun written in red. The sun image (an orange circle) is placed in different positions on each card, with the title The Sun in different positions too.

The seven original ideas for the solar system pack. The fifth was tested on a few of the pack's objects before being selected.

Testing with children

Each card games’ accessibility and enjoyment for the correct age group was tested by trying the game with pilot groups of children within, and slightly above and below, the target age group. Little adjustment was needed at this stage, but evaluations continued after production with surveys at each group the project was taken to.

Production

The cards were printed, along with the backs of the cards, their title page and a page of instructions. These were then glued together, creating 34 cards per pack, and each card was laminated to assure they’d remain intact. The cards were saved in a word document format to allow them to be shared and reproduced easily by the department and whoever they wished to share the resource with.

Three rectangular cards with facts typed on them. One is white with a scorpius image on it. The second card is black with a moon (Triton) on it. The third has a star, Aldebaran, on it.

An example card form each pack. The fact file and stats of each can be seen and each design is easily distinguished from the others. (Left to right: Constellation Chaos, Solar System Showdown and Stellar Strategy.)

Evaluating my project

During the testing stage it was found early on that some of the metrics needed adjustment to be understandable to the intended audience. Although many different metrics were used across all card packs, this problem remained even post-production. When taking these cards to the first few public engagement events it became very clear that some numbers were too large or too small to be understood by children at the lower range of the age group. With assistance this did little to hinder their enjoyment but with more time and resources adjusting these to allow them to be an independently used resource would be a priority. Another easily fixed issue would be producing the instructions as a larger card, possibly A4 sized so it can be easily read and more accessible. This can be easily done when reproduced by schools etc themselves. The final product met all the aims and objectives intended. Feedback given by participating students through survey forms immediately after playing was overwhelmingly positive with many saying it had “made them more interested” in the subject content or that they “learnt a lot”. Very few had any suggestions on ways to improve the game and the few suggestions provided were in line with previous evaluations.

What I learnt from the experience

The experience allowed me to research and understand astrophysical concepts that I’ve always held an interest in as part of my university studies. I became more proficient in the use of Excel during the research stage of my project and the design stage allowed me to practise creative skills I don’t have much opportunity to use in my studies.

My advice to future students doing public engagement projects for URSS

My advice would be to choose a subject matter you truly enjoy, even if it’s one you may not have a strong background in and choose a specific audience you feel you can really connect with. Try to make a clear plan early on, but don’t be afraid to adjust it as you go.

Eco-create: Promoting Environmental Responses and Engagement through Devised Theatre Workshops

Tanya C. and Gentle L., supervised by Dr Camilla Audia

Eco-create is a participant-led drama-based workshop that aims to explore young people’s relationship with the climate crisis based on their local environment. We intend to run the workshop with 13-16-year-olds, providing them with tools from theatre and sustainability studies to express, explore, and expand their environmental values through performance. The young people involved will have the opportunity to devise a dramatic response to local environmental issues. We plan to carry out this project in London and Hong Kong, in collaboration with local educators and artists, to compare differences in intercultural values and responses. Our work follows a theatre-based approach to environmentalism that aims to reach an interdisciplinary audience. As such, our project will be documented and publicly available throughout the process.

Explore the project on the Eco-create webpages.

Athena Explore: Museum Learning for All

McKenzie King, supervised by Dr Paul Grigsby

My project is concerned with increasing public engagement with local museums through the creation of museum walking trails for different age ranges and abilities. Starting this summer with the Warwick Market Hall Museum and the Corinium Museum in Cirencester, resources from this project will then be housed online with the hope of expanding this project to more museums. The Cirencester trail will be linked to Roman history, as Cirencester has an important collection. The same tour will have resources suitable from Key Stage 1 all the way up to Key Stage 5 and beyond, making it accessible to a large range of publics. I will reach these audiences by maintaining an engaging and relevant social media presence and speaking at local schools, as well as utilising the museum's pre-existing channels and the Warwick Classics Network.

Understanding the Varied Immigrant Experiences in the UK

Diya Malhotra and Diya Mehta, supervised by Dr Gitit Kadar-Satat

Our public engagement project revolves around raising awareness of and positively impacting the lives of immigrants, refugees, and asylum seekers living in the UK. The project focuses on collaborating with adults from these backgrounds to understand the childhood games they played and create some new games with them. We will host interactive workshops for participants to share their past and current experiences. We hope to record people’s stories and bring various board games for people to resonate with varied cultures and communities and capture the moments through a camera. We aim to acknowledge the diversity in experiences of every individual and engage with them to understand the challenges they faced and how they overcame them. The information collected from the entire project will then be compiled and uploaded onto a self-curated website.

Replicating the Classics

Isabella Vaughan, supervised by Dr Paul Grigsby

I want to explore the debate surrounding the possible return of the Parthenon Marbles to Greece, and to present the results of that enquiry to a target audience of aspiring Classicists between the ages of 15 and 25. I want to bring in conversations about the context of the objects, the role that 3D printing and cast replicas could play, and ultimately, where the originals should be. Using blogs, recorded interviews with museum curators, and resources for schools, I hope to encourage this young audience to examine the information, engage with it, and enter the conversation for themselves. The material I gather will be presented through social media and the Warwick Classics Network, to make it widely accessible – particularly to those with an interest in Classics but with few opportunities to engage. I’m keen to include undergraduates in the discussion and I hope to join an online debate on the issues, hosted by The Chorus, a group for aspiring Classicists set up by Classics for All.

Projects in 2022

Read about the public engagement projects students did in 2022.

Costuming the Consulate

Eve Register, supervised by Professor Katherine Astbury

Eve's plans

In 1799, when Napoleon came to power, theatre was the most important cultural form in France. His reign coincides with a golden era on the Parisian stage but that is now forgotten (the defeat at Waterloo meant that everything attached to the regime was dismissed subsequently). One of the main innovations was that theatres started to focus more on local colour in sets and costumes which prompted print sellers to publish colour illustrations of key actors in costume. I will work as part of a research team (Professor Kate Astbury and Marie Curie fellow Dr Paola Perazzolo) to identify the most popular plays of the period 1799-1804 and prepare a number of entries in an online exhibition (using a simple Omeka template of the sort that Professor Astbury used for 100days.org.uk). I will also be producing a small physical exhibition to be housed at Portchester Castle in Hampshire where a production of a play by French prisoners of war from the Napoleonic period is to be staged in mid-July 2022. The audience of the project will predominantly be visitors to Portchester Castle and more specifically people coming to watch the production of the play. The audience will be led to the physical exhibition where they can see our banners and have the chance to access the online exhibition if they wish to learn more. We will also advertise the online exhibition to people with specific academic interest in the field of our research (including Warwick students in our SMLC department).

The exhibition

Eve created the banners on Rousseau and Madame Angot, which are still on display in Portchester Castle. You can read the text of the banners here.

Eve and Kate in the castle, standing in front of two tall, white banners with text and images on them.

Reflecting on the project

Two banners standing on either side of an archway in a stone castle.

The incorporation of a banner exhibition at Portchester Castle into my URSS project gave me my first real experience as an academic of conducting research that would be presented to a public audience. Not only was this an exciting opportunity but it also reshaped the way I thought about presenting research.

Kate Astbury both facilitated this public engagement element and helped guide me through the process of adapting the presentation of research for a public audience, advising me on how to concisely deliver complex research in an engaging way. It was altogether an invaluable experience that I have taken with me to my post-graduate studies and I am very grateful for all the guidance and support Kate gave me during the project.

Introducing 'Cornish Kings' to Cornish Ancient History

Samuel Pollard, Classics & Ancient History, supervised by Dr Paul Grigsby

My project aims to bring classics to schools in a region where the subject is traditionally underrepresented. The research my public engagement project will be based on is the history of the Kings of Cornwall as outlined in the 'Historia Regum Britanniae' (or the 'History of the Kings of Britain'), written by Geoffrey of Monmouth, and the material/written evidence for Roman occupation in the region. My project will bring the knowledge of these Kings into schools in the southwest, where I will develop and run workshops on the Ancient Kings of Cornwall, comparing this history with the known reality of Roman Cornwall. I will contact the Royal Cornwall museum, who run workshops involving local schools, and will with them develop these workshops with the addition of local artefacts.

"A Day in the Life" - Ancient History Workshops

Aine Nikookam, supervised by Dr Paul Grigsby

Young students across the UK have missed out on integral aspects of their education during the pandemic, disconnected from their learning by constantly switching between sitting in front of a screen and going back into schools. Interactivity is vital for young children to ascertain their understanding of topics discussed in the classroom, with their primary education being the foundation of their schooling career. My project ensures to return this exciting aspect of learning back into their education by developing workshops, one exploring Roman professions and another on the interactions between the Celts and Romans. As primary school curricula are fluid, these workshops will provide schools wanting to teach these civilisations with useful and new material, particularly those that do not have access to it. I aim to target primary school children, teachers, and the general public, making the workshops as accessible as possible so they can be recreated in the classroom and at home.

Optime Owls

Katie Tipple, supervised by Dr Paul Grigsby

I am hoping to make museums more accessible to the public, with a key focus on helping them support teaching Classics in schools, and using material objects in schools. I will be based predominantly in the North East, and want to focus on helping celebrate local history. My project, titled Optime Owls, is designed to equip teachers with the knowledge to confidently deliver lessons on the ancient world, in line with the national curriculum. I will also be producing online content, for older students interested in Classics to interact with. My work will be done in collaboration with the charity Classics for All, promoting teaching and equality of opportunity in Classics. My project aims to interact with a variety of audiences, working to help abolish the elitist stereotypes surrounding Classics.

A day in the life

Georgia-May Brown, supervised by Dr Paul Grigsby

This project will be a series depicting an average “day in the life” for different figures throughout Greek and Roman history. When did they wake up? What did they eat? Who exactly *were* they? Examples will include a Roman soldier, a Greek priestess of Athena on a festival day, a wealthy Roman woman, a Pompeiian citizen and an Athenian married
woman. Each character will have a 15-20 minute YouTube video, short clips on TikTok and an accompanying blog post on a website, which will aim to be completely understandable and accessible to anybody who may be interested. The long videos will be “documentary style”, covering the character’s day; the TikTok videos will be short bursts of smaller aspects such as “a Roman lunch”; the blog posts will explain the content of the video as well as behind the scenes and how we filmed and researched. The videos will be made both at home and in museums with related artifacts discussed and shown.

A study analysing the impact of misogynoir, under-representation and the University System on the absence of Black Women within undergraduate Physics in High Tariff UK Universities

Naomi Ogunkola, supervised by Dr Rachel Edwards

Naomi's project

My project, 'A study analysing the impact of misogynoir, under-representation and the University System on the absence of Black Women within undergraduate Physics in High Tariff UK Universities', was a project that looked at both quantitative and qualitative data to understand the causes of under-representation.

From a quantitative side - I investigated University of Warwick Admissions, Enrolment and Attainment data to get a snapshot of the diversity issue, comparing Physics data vs university wide, Faculty and Departmental data. This involved a lot of statistical analysis, which I was lucky to have an idea of how to do from my degree (Physics with Astrophysics). I was able to conclude that whilst Black women (3.66% in the University; around 2% in the UK) were well represented in STEM, they were over-represented in the Biological Sciences (9.52% in WMS, 6.57% in Life Sciences and 6.42% in Psychology) and significantly under-represented in the Physical Sciences (0.66% in CompSci, 0.59% in Physics, 0.47% in Stats and 0.44% in Maths). From a qualitative side, I conducted a UK-based literature review which identified themes of negative personal perceptions towards STEM and science identity, school experiences and influences from the family as having influence on the diversity issue. I also prepared a guide for two focus groups, planned to allow future participants to discuss various issues believed to impact the level of representation within undergraduate Physics study, in an attempt to fill a gap in the available UK-based literature on this topic.

Reflecting on the experience

I was so fortunate to get a lot of guidance along the way from my supervisor, who put me in touch with and signposted key figures in public engagement at the University, both in our department and beyond (CUWiP, Anti-Racism learning circle, The Blackett Lab Family, WIE, The Physics Department, SPA&G etc). I gained an immense amount of experience and confidence as a researcher during my project, from building connections across the university to learn and bounce ideas off, to conducting my own research and data analysis to be able to tell a story that often isn't written. As a black woman in Physics myself, this project inspired me to be more involved in my department’s and other STEM departments’ public engagement work (which has inspired my current role as a Research Associate under the Enhancing Research Culture Fund on an ED&I project). This project has allowed me to keep up to date with exciting events and public engagement work being done across the university to promote ED&I of young people as well as staff. It has also taught me the importance of a research schedule - rather than 'going with the flow' - to stay on top of tasks and make sure deadlines can be met (which I'm still learning to do). Most importantly, being the first collaborative experience I've had in research, it has taught me the importance of accepting support from others, and how accepting and asking for support is vital to producing the best research.

I'm very grateful to have been able to do a Public Engagement project, funded by the URSS, and supported by Dr Edwards and many others along the way who supported and guided a research newbie, and look forward to continuing work and volunteering efforts in a range of similar projects in the future!

Projects in 2021

Read about the public engagement projects students did in 2021.

Classics by Tallulah

Tallulah George

Tallulah standing in front of a Roman bath

My URSS project, "Museum Vlogs", was about making classics more accessible. I travelled the country, interviewing experts at museums and ancient sites, producing Youtube and Tiktok videos as well as blogs discussing their favourite object that they think should have more attention from the public. I created a website to have all resources in one place, making it as easy as possible to learn about the ancient world.

My aim was to help bring the ancient world to a wider audience by publishing engaging interviews and object studies, simplifying and streamlining the facts. An important element in communicating these select pieces of information effectively is by demonstrating the impact they have on the modern world, how the ancient world can be relevant and relatable, and thus emphasising how ancient studies should be more ‘mainstream’ to understand out modern world.

I found it difficult having to not only conduct the interviews, but also set up equipment, film and take photos, edit the videos and create the website but when everything was finished it was incredibly rewarding knowing how hard I had worked on this project and that I had completed every element. It was also beneficial to create the connections with the various museums and interviewees, being able to stay in touch and update each other about various projects via social media. I believe having many different voices discussing a variety of objects is how we keep classics constantly exciting and fresh.

Visit the blog, Classics by Tallulah.

Truth Decays

Katharine Broderick, supervised by Professor Michael Scott

My URSS project looked at the solutions Ancient Athenian Democracy can offer modern politics. Barack Obama said that we currently face a truth decay, where the truth does not matter anymore. My project examined the solutions, and warnings, we could take from Ancient Athenian Democracy on this problem. I created a website and wrote a blog for my posts on this topic,Link opens in a new windLink opens in a new window and presented at the Feelings of Freedom of Festival with my supervisor, Professor Michael Scott, on this topic. Doing this research taught me about how to write to appeal to a wide audience, and how to communicate with people with a variety of knowledge of the ancient world.

Time capsules

Rebecca Preedy

Rebecca is a finalist studying Ancient History and Classical Archaeology with Study in Europe. Last year she spent her year abroad in Rome, where she continued to develop her passion for archaeology and material culture. Rebecca will be taking her love of the ancient world to a new level next year, with a taught MA in Ancient Visual and Material Culture of Rome here at Warwick. For her URSS project, Rebecca wanted to create something that would help local children develop an interest in archaeology and the romans. Her project, in conjunction with the department’s Roman Coventry and Warwickshire Project, will see the creation of handling boxes in the form of Roman time capsules. Through liaison with museums in the Coventry area, these time capsules will contain real and replica objects associated with Roman Coventry that will be used in schools for hands-on educational sessions. There will also be an online version, with activities associated with the time capsules and the ‘characters’ who created them. Rebecca is hoping that this project will inspire children in the Coventry area to start thinking about the history and archaeology around them in a creative way and encourage their interest in the Roman world.