A recent project got 24 researchers from Cardiff University and the University of Glamorgan to go into secondary schools and communicate their work in as exciting and engaging a way as possible.

Some examples of engagement activities included an inaugural lecture series, interactive activities such as finding technological solutions to climate change and ethical, moral and social discussions revolving around topics such as genetics and forensic science. The activities spanned subjects such as science, psychology and geography and included after school clubs.

A total of 600 pupils from Key Stage 3 to A level were involved, coming from schools such as Monmouth high, Bryncelynnog high, Welshpool comprehensive, Gorseinon college and Pencoed comprehensive school.

The experience allowed school pupils the opportunity to engage with current, leading edge researchers, while at the same time providing teachers with the opportunity to enrich the curriculum.

One pupil commented that that the experience:

‘Has really given me a different view on science’ and ‘was really useful and insightful, giving me lots of options for the future!’

The project highlighted the benefits of public engagement to researchers, and some individuals have commented that as a result they will pursue other alternatives to continue such work.

One researcher said:

‘The experience was nerve wracking to begin with but really enjoyable and very rewarding.’

‘As well as developing skills in communication and preparation for practical sessions, I have developed a new interest in public engagement and made some very useful contacts in this area. I also benefitted from experiencing being a teacher for a short while, and this will indubitably help in the future when faced with career choices.’

Another researcher commented:

‘I really enjoyed the experience and am keen to go back again if possible, and would love for this kind of public engagement to be a regular feature of my future scientific career.’

‘I wanted to be able to explain many aspects of my subject to the pupils, not just my specific area and therefore I benefitted by widening my knowledge of my subject. The scheme gave me some great teaching experience as well as an appreciation of the preparation work that needs to be done to deliver an effective lesson.’

The experience was also highly beneficial to teachers. One teacher said:

‘Pupils were enthralled, the ones that usually cause behaviour issues loved it and were actively involved in setting up the experiments’.

Another commented that the experience gave children ‘a great insight in research and industry outside of the classroom’. They added that the researcher that came into school was ‘incredibly professional, well prepared and inspirational to our students’ and that she ‘showed all the pupils how interesting ecology is when you actually get out and do it’ and ‘sparked interest in different scientific careers.’

The leader of the project, Ms Terri Delahunty head of the Cardiff Graduate centre, said:

‘We believe that engagement with the public should be part of a researcher’s experience wherever possible. School engagement is just one of many options that should be presented to researchers.’

With Universities being encouraged to recruit young people from poorer and disadvantaged backgrounds, schemes like this one are becoming increasingly important at helping these people realise the opportunities that are available to them.

Lead: Ms Terri Delahunty, Graduate Centre, Cardiff University