What can engagement do for you?

Rachel Sandby-Thomas kicked off the conference by highlight the new Warwick strategy and how public engagement is integral to this. She made it clear that the vision of Warwick very much continues to have engagement at the heart and we want staff and students to feel empowered to spend time on this work. 

WIE's directors, Helen Wheatley and Andrew Todd, introduced the Warwick Institute of Engagement team and welcomed the Institute's new fellows. We took a look at the 'story so far', looking at the key successes of the Institute since it began in November 2022.

Helen then went on to explain 'The Ladder of Engagement'...

Finally, we premiered our new Collaboration and Coproduction Fund video. You can check this out below.

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Planting Roots Panel Session

Discussion chaired by Helen Wheatley. For this opening session we welcomed:

• Helen Needham – Operations Manager, Feeding Coventry/Foleshill Community Centre
• Becca Randle– Audience Development Manager, Warwick Arts Centre
• Laura Harford - Public Engagement Project Officer, Warwick Institute of Engagement

The panel shared their experiences of the Planting Roots project, a collaborative project between Foleshill Community Centre, Warwick Arts Centre and Warwick Institute of Engagement.

Spotlight Talk - Creating Experiments for Schools

Led by Jianhua Yang, Mir Seyedebrahimi, Margaret Low

Project was funded by WIE Module Development Fund. Plan was to embed public engagement (in the form of working with local schools) into a module studied by degree apprentices.

Used the fund to engage two students to help re-design the module. Students were in 3^rd year of part time degree. The team initially planned to go to schools of the two students but changed as it was a priority to go to state schools. Team re-designed module over the summer before the new cohort started in autumn. All students enrolled on the modules went through Public Engagement training but not all went into school. Around 15 students spent time in the schools; scheduling was challenging as many of the students are working full time as part of their degree apprenticeship.

Process

Stage 1 - Module development

Stage 2 - Module delivery, experiment design, student training on PE

Stage 3 – Outreach activities

• 1^st visit to schools, data collection for coursework (Arduino )
• 2^nd visit to schools (Pi C++)

Expected learning outcomes - Understand the importance of public engagement in education and its potential impact on society.

Project Introduces the problem of air quality. One of the challenges is engaging young people in the issue of air quality.

Challenges included being able to order the right kit.Not all available through the university’s preferred supplier. Took time to get permission to be able to order through Amazon.

Staff member was responsible for driving and picking up Warwick students.

 PE Activities that took place

Leg 1 Nov – Connect cables to measure the air quality.

Took in a newspaper article that one of the lead students had appeared in.

Staff member took a step back on the day and let the students take the lead.

Leg 2 – Last visit this week

During 2^nd visit, focus is on how the data can be analysed. Challenge: school students are more interested in game play rather than serious aspects of coding, so important to have elements of this

Feedback

• High levels of satisfaction from pupils, teachers and Warwick students, including from one of the lead students had failed his module first time.
• Updated slides to show how they consider that the engagement activity would be at the empower level of the engagement ladder.
• Module design is that the students are working in a group. Student background in coding varies considerably. Allows peer learning.
• Degree apprentices have unique perspective as they work full time and have their own defence software to work on. They can tell school students what university is like without running into debt.
• Gamification of important topics to make them relevant to young people is worth further exploration.
• One of the challenges was getting the students registered with Unitemps.

TOP TIP: Be prepared to change plans as you run into difficulties!

Question and Answer Session

Q - How did you decide who goes to the schools?- students got to select but worked on first come first served. A - Had an induction day and students could express interest then.

Q -How did employers feel about students taking time off? A- Supported as part of the contract is that their students need to be involved in activities to promote degree apprenticeships

Q - Could it be done by students who aren’t degree apprentices? A- Yes, no reason why not.

Q - Could this be done in other parts of the world? A- Probably but speaker has little experience of teaching in other countries.

Q - How involved were school teachers and how does this fit into their curriculum? A- Need teachers to help understand the level the school students are already at and to supervise in terms of safeguarding.Schools don’t have resources to keep tech up to date, so really appreciated having them visit with the latest tech.

Q - What were the devices used to monitor air quality? A- image showed of sensors.

Designing and Running Inclusive Events

Led by Beth Russell, Creative Learning Project Officer at WAC, Siân Bolton Widening Participation Officer, Aqsa Akhtar Widening Participation Events and Operations Coordinator

Prototypes for Regenerative Futures

Led by Adela Glyn-Davis, Assistant Professor, Design Studies

This session ran over two breakout sessions.

We began with an introduction to the Design Studies department and introductions of attendees.

Adela introduced the concept of Design as an inter- and trans-disciplinary endeavour that gives us the tools and methods to create positive change.

Post-it Activity - What is Design?

• Problem solving, creating something new, imaginative, innovation, creativity, open-minded, is all around us
• Philosophical concept – perpetual state of change. Everything around us is designed – both good and poor design.
• Sustainability focused – society, economy, and environment. Design as intersections between complexities.
• Sweet spot of innovation – intersection between desirability, feasibility, and viability. Sweet spot of sustainable innovation – considering society, environment and economy.
• Regenerative design – young and radical fringe – goes beyond sustainability, aiming to restore and enhance ecosystems rather than simply minimising harm.
• Holistic thinking = systems thinking – importance of understanding whole system and the mindset of such a system – for different communities.

Question – where do you want to see change?

Adela led participants through a task, to imagine a Regenerative City of the Future. They considered:

-What does it look like?

-What does it smell like?

-What does it sound like?

-What does it feel like?

-What does it taste like? – participant suggestion of this!

Then, the group was split into two, and each group had to design a manifesto and prototype for their city. They could consider:

-Sustainable, community-centred education

-Holistic, beyond human infrastructure

-Circular economy

-Clean energy

-Regenerative architecture and green spaces

-A long-term ethos

The manifesto should explain:

-What are the values?

-What is the purpose?

-What is the ethos?

-What is the pledge?

Here's what they came up with!

Team one

• Values: connection (with nature, physical, emotional, community led), enrichment and what this might look like for you, your family, your community
• Spaces for enrichment beyond school
• What systems need to change? E.g. school holidays, working timetables, daylight savings

Team two

• Gathering around water
• Discussion of cities
• Social and human practices of food delivery
• Should there be a centre? Connectivity, networking, different means of distribution of exchange
• Breaking down barriers – of cultures – non-language based systems of exchange – social learning takes place around this
• Continuing education across generation

Finally, the groups used Lego to build their Regenerative Cities of the Future!

More about Warwick Institute of Engagement

Led by Rachel Edwards, Associate Academic Director of WIE

This session was run a second time in the afternoon.

This session provided an introduction to what the WIE does, and how you can get involved with our events, training, and funding schemes. We were pleased to see a large number of new fellows attend these sessions. For those that missed it who want to find out more, explore our webpages or get in touch with us with your questions at wie@warwick.ac.uk.

Evaluating Public Engagement Activities

Led by Vishalakshi Roy, Assistant Professor, Centre for Cultural and Media Policy Studies and members of the Evaluating Engagement Learning Circle

The session focused on how two very different types of public engagement activities were evaluated and how the information from the evaluation was used. The speakers presented their experiences of undertaking evaluation and reflected on the strengths and weaknesses of the approaches they took. The session also included a Q&A and discussion around good practice in evaluation of public engagement to inform evaluation activities that delegates were currently undertaking or planning for the future

Spotlight Talk: Social Media for Science

Led by Shams Neupane, Charlotte Cornbill, Rachael Ralph, Tasha Reddy and Phoebe Do Carmo Silva

This session highlighted the groups experience as PhD students using social media channels such as Instagram, TikTok and X (twitter) to present their work and give glimpses into their lives as researchers. The talk focused on how we have been using educational posts, videos, and even the latest trending memes to transform complex scientific concepts into accessible and entertaining content for a broader audience aiming to promote #science #engagement.

Summary

Students shared video created to intro the post-grad course, explain routes, how to apply, why people should apply. Very engaging intro to the MRC DTP 4 year fully funded 1 year MSC followed by PhD.

Using social media as an educational tool – help educate people with a non-science background. Infographics to explain DNA. PhD project is looking at circadian rhythms. Also use videos to show different lab techniques.

2^nd video showing processes in an accessible way – with humour.

Case Study: Presenter decided to set up a TikTok channel after questions from friends and family about PhD.This included misconceptions about PhD study. Used it to connect with other scientific communities. Presenter shared another humorous video about PhD life including one in the style of make-up TikTok.

 

Case Study: Biofilm Baddies – same lab, run both Instagram and TikTok accounts

Lots of Instagram posts about what they are working on with a focus on balance of science, education and fun.

Take viral memes and make them PhD relatable.

With thanks to Dani Groves and Saskia Bakker for supporting us in organising this session.

Spotlight Talk - Youth Support Programme, Transnational Partnership

Led by Dr Freeha Azmat and Dr Asima Iqbal

This talk presented the impact of a transnational collaboration which offered a comprehensive skill development programme for local unemployed youth community in Pakistan. Freeha and Asima presented how they engaged local public from different regions in Pakistan and developed individuals who can contribute effectively to a global world by applying their transferrable, digital, and global citizenship skills. The project is envisioned to have its impact at three levels: youth development, community development and social development.

Experience a Fun Way for a Group to Generate Ideas

Led by Ed Watson, Associate Tutor, School of Engineering

In this small group session, participants experienced a new way to generate ideas to solve a knotty issue in a collaborative, equitable and inclusive manner. Now, participants should easily be able to use this technique effectively elsewhere to generate a variety of potential solutions. This approach works well with a diverse group. It is based on Design Thinking principles which promote collaboration, are inclusive and can be a lot of fun.

Take a look at participant feedback in the photograph below:

In Conversation - Audience Development: From the Community to the University

Led by Hardish Virk, Cultural Consultant in conversation with Helen Wheatley, Co-Director of WIE

From engaging communities with health, education and social services to developing audiences for theatre, arts and heritage, public engagement has been central to the work led by Hardish Virk for nearly 34 years. Going into and learning from the community as well as working with research and data has informed policy and strategy underpinning the civic activities of many institutions he has worked with. This in conversation event presented case studies as well as a deeper understanding of why community is at the heart of public engagement.

What does public engagement mean to you?

Hardish gave the historical context of working with cultural institutions that didn’t represent his community whether on stage, the gallery, audience or staff teams. This lack of representation prompted him to use community engagement as a way to change this through conversations. This involves strategic and technical outreach work with training to consider language, print, translation.

Hardish used his passion for representation and training from the health and voluntary sector, putting it into practice for the last 25 years across cultural institutions.

Language has evolved but the principles are the same. Audience development never happens in isolation – has to be associated to what is happening locally, nationally, globally.

Has found in institutions that audience development, education and community engagement are often working in silos in separate teams. Hardish’s job and passion is getting organisations to connect these areas.

WIE is a good magnet and catalyst for bringing people together. Helen gave an example of medical school and methodology of patient involvement.

Fundamentals of public engagement

Methodology

-Getting to know the audience as a community first.

-Do not parachute in and out.

-This lays the foundation of trust and integrity and enables collaborative working.

-Do not go in with all the answers… you don’t have them.

-Communities know when they are being used.

-Consider legacy and not project by project. Longevity and consistency over time. It is not authentic to disappear as it leaves a seed of mistrust.

-You need to understand the data for the area and what that actually means on a local level through conversations. It sounds like a lot of work… it is and should be! This should be seen as part of the business strategy.

Helen’s analogy: “Bad community engagement is a like a bad date” – someone that orders for you and doesn’t consult.

 

What are the challenges?

Lack of people understanding the priority of public engagement as at the heart of the business. A lack of progress is the outcome. Hardish described his work with Wolverhampton Grand Theatre and their Community Ambassador programme over the last 5 years as an example of good practice: Theatre Ambassadors | Wolverhampton Grand Theatre

 

What can the University do? WIE is fantastic. Public engagement as centre for University’s strategy. Resist resistance! Structural change is needed to do this work.

 

Does public engagement mean the same now as when you started your career? We are in a far more divisive society now, so it is needed even more.

 

What is the role of digital and social media on public engagement? It is saturated. It has to be about going into the public and having conversations. You can find out what platforms are being used and how and the best ways to communicate.

 

Questions from attendees (some of which are worth pondering ourselves!)

• Q: Working on a level playing field – we at the university have privileges and research is often extractive. What are we offering that meets their needs? HV: Exchange is fundamental to this work. We avoid being extractive by understanding that what people get out of engagement is always an exchange. This should always have considerations of what the community is getting out of it. What do I want? What do you want? At the start. LISTEN.
• Q: Equality Act 2010 – concerned that Universities have lost their voice of integrity and trust and could face an issue with cancel culture. Do you have any reflections on that? HV: All the acts condensed and all the detail that led to those acts. Language plays an important part and people should understand the history of language. This matters. E.g. BAME was born out of anti-racism struggles of the past, but backlash against this over pandemic and it is now not used. Term is now Global Majority. Learn about the history before you start to participate in conversations and terminology.
• Q: You spoke about lots of the history and policies of the past being lost. Is there something the university can do to support this? HV: Yes this would be supported and needed!

Focus Group: What do you think about Public Engagement?

Led by Ellie King

Warwick Institute of Engagement is currently embarking on a project to develop a framework and methods toolkit for conceptualising and measuring public engagement across our activities. As part of this process, we invited participants of this workshop to share their ideas about good public engagement, what the Institute’s objectives should be, and how we can measure this.

Embedding Public Engagement in the HE Classroom. A Co-Creation Workshop.

Led by Gioia Panzarella and the WIHEA/WIE Pedagogies of Public Engagement learning circle

This co-creation workshop was led by members of the WIE/WIHEA Pedagogies of Public Engagement Learning Circle; it aimed to contribute to the objectives they set for 23-24 by producing resources for the Warwick teaching and learning community. These resources will serve to encourage the integration of Public Engagement activities into our teaching practices. In the workshop, the group developed principles and strategies for pedagogies of public engagement collaboratively, by focusing specifically on teaching activities designed to embed public engagement in teaching practices. Members of the Learning Circle facilitated discussions among attendees and gathered initial materials to create a working document to be disseminated through WIE/WIHEA channels. Learning circle members who currently incorporate public engagement activities into their teaching offered starting points for discussion by sharing their practices and providing examples.

The Best of a Bunch - How a group can make a choice from alternative ideas

Led by Ed Watson, Associate Tutor, School of Engineering

In this session, participants experienced a collaborative and effective way for a group to collectively and equitably evaluate a range of potential solutions, usually to a knotty problem, and select the best ones to pursue. This approach works well with a diverse group. It is based on Design Thinking principles which promote collaboration, are inclusive and can be a lot of fun.

Check out the photograph below for participants feedback:

How to Get Started: Co-Production & Communities

Led by the Collaboration and Co-production Learning Circle

This session was for anyone who wants to work with a community group or in partnership with a charity, special interest group or institution to engage the public in new ways but didn't know where to start. The group explored how to work in collaboration with external partners and members of the Collaboration and Co-production LC shared top tips for making sure that things go smoothly. Academics and community partners both shared and participants took part in activities to help them work through how to do co-production.

Session Notes:

Progression from inform to empower where different participants are working together as equals towards a common goal

Key principles of co-production

Sharing power (can be difficult for academics as career is based on developing expertise)

Including all perspectives and skills

Respecting and valuing knowledge of all

Reciprocity

Building and Maintaining relationships:

Community - Different ways in which we can define community – often under-represented or hard to access groups

Listening:

Let’s think about communities – either yours or your granny’s. 90 seconds of listening with no interrupting. Interesting Qs – Why no questions for 90 secs? Follow up Qs – Is nodding and smiling OK – yes, it’s about the person feeling that you’re genuinely interested in – varies according to whether neurodiverse or neurotypical.

Ethics of co-production-seen as ethical but does have issues – see details on PPT

Example shared of working with communities descended from St Vincents.

Examples of inclusive co-production

Accessing music for deaf people – use of balloons to transfer noise/vibration

And various examples from Kate Astbury’s own experiences incl. partnerships with National Theatre to consider the voices of people rarely considered or people who were active in fighting for freedom.

Decolonising British Tourist Locations

Stage 1 - Group activity on empathy mapping – considering what different participants may be thinking at the beginning of the project- representative of museum/tourist attraction, Community member, researcher, funder.

Stage 2 – mix tables up and then consider pains and gains for one of the participants.

Workshop: How to Create Hands On Engagement

Led by Kerry Baker, Associate Director of WIE

This workshop was ideal for anyone wanting to run hands-on engagement activities. Participants explored the three stages of engagement, how to keep things manageable for yourself, and how to make sure you have a fun and engaging activity that helps your audience learn something new.

If you missed this session, fear not! We regularly run hands-on engagement training. Keep an eye on our live training pages to see when the next session is taking place.

Beyond Canvases: Crafting Connections in Inini Initiative's Exhibition

Led by Becca Randle, Warwick Arts Centre, a member of Inini Initiative that partnered on the project and Artist Rumbi Savanhu.

Participants headed over to Warwick Arts Centre to see Monumental Visions: Speculative Future Through Art an exhibition that marks the culmination of a collaborative project between Warwick Arts Centre and Inini Initiative. The talk provided an overview of the exhibition, covering the key themes, concepts and messages conveyed. Participants heard from the artist, a representative of Inini Initiative and members of the Arts Centre team. The collaborative aspects and the unique contributions of each partner were highlighted, along with the challenges faced and how they were overcome.

Closing plenary with Simon Swain