Laura Fogg-Rogers Science Communication Unit University of the West of , Creating Cultures Of Public Engagement

Engineering Engagement Lesson 1: Engagement needs to be supported ‘Robots vs. Animals’ was a creative collaboration between engineers and zoologists, exploring the ingenuity of nature and humankind. Coordinator The project was designed to improve the capacity of engineers in the Bristol Social Cognitive Robotics Laboratory to undertake Mastery role! public engagement. It aimed to improve Theory engineers’ communication skills while also • Training in storytelling supporting more women to be presenters • Supported experiences and role models at events. • Lasting culture change Biomimetic Robots Five stories were developed to explain 10 Engineering outreach self-efficacy significantly increased - the design process taken by engineers to 9 over the year-long project create biologically inspired robots. The Vicarious Experience 8 robots were deliberately compared to 7 animals to hook in a wider audience than • Paired peer mentors 6 those who would usually connect with • Guidance from leadership engineering. • Changing social norms 5 4 The robotic superpowers included active 3 touch with whiskers, power generation from urine, and swarms working together 2 in cooperative societies. 1 Levels of Engineering Outreach Self Outreach Engineering of Levels Efficacy, where 1 is low and 10 high and low 10 is Efficacy, is 1 where 0 Before After #11% is Not Enough Women are under-represented in engineering, with research indicating that the profession is perceived as a masculine Lesson 2: We Need to See ‘People like Me’ career with a very male working environment.

Gender identity is formed in primary BUT YOU CAN’T BE WHAT YOU CAN’T SEE! school. We aimed to change perceptions • Choose a demographic mix when selecting of engineering, and so we targeted family positive selection event staff - the more diversity you put in audiences at events, along with upper the room impacts how many students are primary school and lower secondary is controversial seeing ‘their future selves’. school children. • Think about your case studies. Where can historical examples or real-life case studies include underrepresented groups? Event Experience • Describe stories in your research using a “It’s very important for people woman as the protagonist. Alternatively The project science communication to have role models that they can use both ‘he’ and ‘she’ pronouns when coordinator organised collaborative identify with to try and deal with describing researchers. events at partner institutions, including • Don’t simply say that ‘women or people Gardens, We The Curious the stereotypes that are endemic from BME backgrounds can do this too’ - science centre, and festivals such as in engineering”. prove it! Bristol . vs Junior engineers were paired together for peer support. They also received mentor “Employing women just for the sake advice from senior engineers who were of employing women and making experienced at public engagement, their numbers up - I think it actually aiming to develop a lasting culture. undermines and devalues the participation of women in such events”. Storytelling Training The science communication coordinator guided the junior engineers to present FIND OUT MORE engineering as a culturally conscious, creative profession, aimed at solving societal problems. • Download our event guide: http://www1.uwe.ac.uk/research/ sciencecommunicationunit/coursesandtraining/practitionerguides.aspx Training was provided in storytelling • Watch the YouTube Video: https://www.youtube.com/watch?v=Iv1U2WB4f8M techniques. Storytelling is an effective • Read more in our research paper: engagement practice as the skills can be Fogg Rogers, L., Sardo, M. and Boushel, C. (2017) Robots vs animals: Establishing used in person or online. Resources from a culture of public engagement and female role modelling in engineering higher our project are available on social media education. Science Communication, 39 (2). pp. 195-220. ISSN 1075-5470 and on the website. Available from: http://eprints.uwe.ac.uk/30921 https://robotsvsanimals.wordpress.com/ @laurafoggrogers