Wednesday, 16th May 2018
2 – 6.30 pm   Pre-Conference Training on Evaluating Science Communication Impact

Thursday, 17th May 2018

9 am – 12.00 pm: Pre-Conference Workshop

Leonardo Alfonsi and Claudia Aguirre, EUSEA team in the PERFORM Project, together with Helena González and Oriol Marimón, from the Big Van Theory team, will run an interactive 3-hour workshop that will share the learnings and tools to bring performing arts into science teaching. You will find a detailed version of this exciting workshop here: PERFORM Workshop programme

From left to right: Leonardo Alfonsi, Claudia Aguirre, Helena González and Oriol Marimón.

11.00 pm – 1.00 pm:  Registration

12.00 pm – 1.00 pm: Lunch

1.00 pm- 2.30 pm: Welcome by Mr. Alejandro Arranz Calvo, General Director of Research and Innovation and of the Regional Board of Education and Research from the Regional Government of Madrid,  together with EUSEA President Mr. Markus Weißkopf.

Opening Keynotes by Prof. Dr. Thomas Zeltner, Switzerland, and Dr. Eric Jensen, UK.

Pr. Dr. Thomas Zeltner: The physician and lawyer Thomas Zeltner is Honorary Professor of Public Health at the University of Bern and a Fellow of the Advanced Leadership Initiative of Harvard University (Boston, USA). He was in charge of the Swiss Federal Office of Public Health from 1991 to 2009, having spent many years shaping Swiss healthcare and international health policy. He is a board member and director of various health institutions and advises various governments and national and international health organizations.

Eric Jensen (Associate Professor, Dept. of Sociology, University of Warwick) is a leading social scientist specializing in innovative methods of conducting impact evaluation research in informal learning and public engagement contexts.

2.30pm – 3.00 pm: Coffee Break

3.00 – 4.30 pm: Sessions

Session A: Horizon Talks

By Manuela Ringbauer, Vienna Open Lab, Austria

She will present an outreach program dealing with the topic of allergies that was presented on a big science festival in Vienna and attracted 1.800 visitors in one weekend.
The challenge in designing this program was to come up with an appealing, robust and easy-to-do setup in a non-laboratory setting for a very large audience that still creates a laboratory atmosphere and allows communicating scientific aspects regarding allergies. Additionally, the hands-on activities had to meet the needs of a broad target group ranging from kids to adults with different levels of previous knowledge.
She will share details of the final outreach-module that was developed together with her colleague Alexandra Schebesta from the non-profit organisation Open Science. Furthermore, she will discuss the lessons learned in developing and delivering hands-on outreach programs for a large and diverse audience.

By Dr. Silka Rodestock, City of Hannover, Germany

The biscuit “Leibniz-Keks” and the Bahlsen biscuit factory in Hannover are rather known in Germany. But scientist Gottfried Wilhelm Leibniz himself gets less attention and his interdisciplinary legacy awarded as UNESCO world document attracts insiders only. A trigger for public science engagement was found in one of his famous research results: Leibniz invented the calculation with “1” and “0” – the basis for computers over 300 years ago in Hannover. The binary code being basis of GPS systems and popular geo-caching lead to our most successful science engagement tool: Leibniz-Geocaching. Bringing together different locations, challenging riddles and fresh air attracted thousands of fans (worldwide). Establishing a geocaching tour needs some preparation. We share our experience about process, partners, costs and sustainability.

By Sílvia Simon Rabasseda, University of Girona, Spain.

The main goal of this session is to find out how to explain abstracts concepts using low cost tools and use it to increase engagement, both at the young and adult level. The main presentation of the session will be based in two of our examples. The first tool is using everyday analogies to explain abstract concepts: aromaticity can be related to everyday traffic density, well-known for everybody in the session. A second tool, which is based on one of our communication research line, is magic. Thus, to show the use of magic and conjuring in research communication, we will explain the difference between classic a quantum mechanics, as well as the Eistein-Podalski-Roden paradox, dealing with entangled particle pairs.

By Elena Kinz, Brigitte Gschmeidler. Open Science – Lebenswissenschaften im Dialog, Austria

Animal testing in biomedical research is often subject of very emotional and intense discussions between proponents and opponents. An immanent part is the moral dilemma of a decision between animal and human health.
European Legislation (Directive 2010/63/EU) and its national implementation has yet again fuelled discussions and was the starting point of a series of group discussions with the card-based method playDecide held in Austria. The key questions that needed to be addressed were how experimental animals can be used responsibly in research and which criteria should serve as a basis for that decision-making.
We will present experiences and data from the card-based discussions with different target groups (pupils as well as senior citizens and others) and draw conclusions from data of a survey among high-school students and teachers on their experiences with the topic. We will furthermore reflect on how to balance facts and emotions in discussions with different participants.

By Miquel Duran, University of Girona, Spain

Open Science is the movement to make scientific research, data and dissemination accessible to all levels of an inquiring society, amateur or professional, thus making it easier to publish and communicate scientific knowledge. In a sense, modern communication brings science a little way back toward where it once came from: the people. Wikipedia is a good example of the labor of labor of volunteers, with very few tangible may get involved in improving the site both for its educational value and to promote their areas of study to a truly global audience. Another example of Open Knowledge movement is a MOOC (Massive Online Open Course). This session will be also a practical one. Attendants are encouraged bring their own device to collectively check and edit Wikipedia to assess its usefulness for Science Communication and Public Engagement. The authors will make heavy use of social networks to involve the audience and foster active participation.

By Dr Susan Nasif, CIMAZA Ngo

“Cimaza” is a word in the Adyghe language meaning “my moon”. Like the moon, the team at Cimaza wants to shine a light on the mysteries of science so that people of all ages and races find science accessible, enjoyable and easy to understand. Via our comics, readers will be gently introduced to complex vocabulary, and reading science will afford a prime opportunity for stimulated self-learning. To achieve this, we aim to create a series of scientifically accurate, attractive, engaging, fact-filled comic books and comic posters (suitable for schools, institutes, universities and homes) in multiple European languages and Arabic re the science behind vaccines and emerging viral diseases.

Workshop 1: How can we evaluate the digital public engagement in science? A deliberative proposal with a World Science Cafe.

By María Dolores Olvera-Lobo and Lourdes López-Pérez, from the Access and Evaluation of Scientific Information Research Group, University of Granada, Spain.

How can we evaluate the digital public engagement in science? We propose a deliberative dialogue using world science cafe methodology. The main purpose of this activity is to encourage the attendees to share their opinions and ideas about this topic. Public engagement in the scientific process is one of the pillars on which the new scientific governance in Europe has been established, under the auspices of the Horizon 2020 Programme and in line with the concept of responsible research and innovation. Internet has undoubtedly favoured a more active role for the general public, who use the channel to learn, evaluate, share and make decisions regarding the scientific research process. Public engagement is often portrayed as a concept that integrates a wide range of procedures and practises that involve the intervention of the general public. The numerous interpretations of the term make it difficult to establish a unique definition and, consequently, a series of evaluation measures that allow us to study the materialisation and impact of this dimension in RRI.


Workshop 2: Guidelines for good Science Communication

By Markus Weißkopf, CEO Wissenschaft im Dialog, Germany and Uwe Steger, Universität Innsbruck/EUPRIO

Discussions at a German Science Communication Think Tank called the “Siggen meeting” about the quality of science communication led to the establishment of a group working on guidelines for institutional science communication, or science PR. This broader group included not only members of the Siggen circle but also other members of the science communication community in Germany, especially press officers in scientific institutions and universities. The guidelines were developed in the context of science communication in Germany. They highlight the growing responsibility of science PR for the quality of the public discussion on science and research, which is also relevant in an international context. In the Workshop it should tested if these guidelines also work for the work of the Eusea Community. The aim is to to adjust the guidelines where needed and to develop own guidelines for the Eusea Community which can be then taken other by other science communication actors. After a presentation of the guidelines we will work in smaller groups and discuss possible adjustments then discussing it in the plenary situation.

Workshop 3:  Transdisciplinary activities

By Lena Söderström, Vetenskap & Allmänhet, Sweden, Leonardo Alfonsi, Psiquadro (Italy) and Joseph Roche, Science Gallery (Ireland)

The world is not divided into academic fields, how could science communication activities reflect this? How do we design engaging activities involving STEM as well as arts, social sciences, humanities and other research areas? This workshop will begin with presentations of a few examples to serve as an inspiration and continue with a workshop in which participants will brainstorm and design new science communication activities together in small groups, starting from topics that engage the public, aiming to combine different research disciplines. The goal is to create new activities for explaining every-day phenomena and contemporary societal challenges with a transdisciplinary approach.

4.30 – 5.00 pm: Coffee Break

5.00 – 6.30 pm: Sessions

Horizon Talks

By Dr André Xuereb, Quantum physicist, and  Danielle Farrugia, University of Malta, Malta

In this talk, Dr André Xuereb (Quantum physicist, University of Malta) and Danielle M. Farrugia (Science Communicator, University of Malta) will present their experience on collaborating with artists in engaging different publics to an abstract scientific concept. The focus of the talk will be Light Pushes Stuff, an interactive art installation launched at Science in the City, Malta’s Science and Arts festival for European Researchers’ Night, 2017, where participants were given the opportunity to sculpt a system of lights using a handheld torch. As one of the best examples the festival has had of combining science and art, the project will highlight the relationship between scientists, artists, science communicators and festival managers that are needed to execute a successful interdisciplinary project. Regular meetings were held between the artist, scientist and science communicator in the co-creation of this interactive light installation. The talk will explore the benefits of collaborating with artists to engage various publics. This short presentation will discuss how audience members can be polled before and after interacting with such exhibits to determine the effectiveness of the approach to create an engaging experience. This artwork was created in collaboration with the artists Andrew Schembri and Toni Gianlanze (Late Interactive), and festival manager Dr Edward Duca.

By Amanda Mathieson, EU Project Officer, University of Malta, Malta.

We will present the use of STEM-based escape rooms as a novel pedagogical approach. Developed through the EU project CREATIONS, Escape Malta is a flagship initiative that employs simulation gaming to engage and educate students (aimed at ages 12–16 year olds). A growing body of evidence suggests that games are extremely effective educational tools that deliver a more authentic learning experience and increase retention. The Escape Malta initiative has embraced this concept by hosting puzzle rooms at the University of Malta, where students can role-play as researchers caught in the midst of a biological crisis. Initial evaluation shows the game has the potential to increase student’s confidence and motivation to pursue STEM subjects as well as increasing their awareness of the university and STEM careers. The presentation will cover the development and implementation of this initiative as well as discussing the future of simulation gaming in education.

By Simone Cutajar, Green Malta and University of Malta and Dr. Edward Duca, Malta

The arts are emerging as a favoured approach for science communication with a growing list of collaborative artistic exhibits, performances and installations that aim to make science more engaging to reach new audiences. However we rarely speak about how art can be used as a tool to generate scientific data.In this Horizon talk Simone Cutajar (researcher University of Malta) and Dr Edward Duca (Innovation Communication lecturer, Science in the City (SitC) manager, University of Malta) will present case studies on how art has been used to both communicate science and to generate new knowledge.

Ms. Cutajar will reflect on her experiences in designing projects that have utilised photographic data as a way to build on local biodiversity inventories. Mr. Duca will focus on how science festivals can be used to make citizen science research more engaging by reflecting on his experiences in managing Science in the City—European Researchers’ Night (Malta), which, amongst others, uses art installations, music, performing arts, theatre, and dance to communicate science.

By Karin Garber, Vienna Open Lab | Open Science, Austria

Publicly funded science communication projects and institutions are held accountable for their performance not only in relation to numbers but also regarding their effectiveness and impact. However, commissioning a professional external evaluation is out of budget in most cases. So how do you develop successful strategies within your institution, when resources are limited?
In this talk, Karin Garber will discuss both traditional and less commonly used approaches she applies to evaluate the Vienna Open Lab. They range from questionnaires over quizzes using cell phones up to formative evaluation involving visitors (e.g. by testing hands-on activities with a children and youth advisory board). Certainly each method has its own aims, benefits and drawbacks, which Karin Garber will outline during her talk. Furthermore, she is looking forward to exchange experiences and opinions on what kind of added value an institution can gain from different evaluation approaches besides pleasing funders. After all evaluation should not be considered as a burdensome obligation but as an excellent opportunity for learning and improvement.

By Estefânia Gonçalves, Braganza Ciência Viva Science Center, Portugal

This proposal aims to present the project ‘Silk House’, from Braganza Ciência Viva Science Center (CCVB), which is being developed by the Polytechnic Institute of Braganza. The goal is to transform it into a self-sustaining energy building as a demonstration and dynamic platform for innovative energy solutions, reproducible in future smart city homes. The smart microgrid is based on renewable energy sources and an integrated monitoring system. The innovative component underlying this project, besides the ecological component, is focused on a strong didactic component which will include the production of an exhibition to be incorporated as a platform for demonstration and dissemination of technology, available to the general public. Thus, the Silk House will become a technological hub that strengthens the mission of CCVB, by the development of a “living”, dynamic and accessible content that contributes actively to science communication purposes and to the sustainability of the planet.

By Simone Cutajar, University of Malta and Greenhouse Malta, Malta.

Research worldwide needs to be relevant for societal needs. Citizen Science (CS) provides a key opportunity for the co-production of knowledge between citizens and scientists. Its public participatory approach is vital to generate and communicate knowledge.

A well designed CS project, where participants can conduct scientific methods, design experiments and analyse data, can contribute to lifelong learning. CS projects can also democratise data collections, help with the critical analysis of ideas as well as capitalise on the diversity of ideas generated by large numbers of people. However there are obstacles that hamper the use of CS by scientific professionals, particularly the lack of trust in data quality and transparency. A guide will be presented on how to develop simple tools to help CS project coordinators maximise the potential of CS data by following a more open and transparent system throughout the full data lifecycle.

Team Session

By Fernando Blasco, Technical University of Madrid and Miquel Duran, Universiy of Girona, Spain.

In this workshop we will teach the participants how to use magic to engage people into science. The speakers and authors (Miquel Duran and Fernando Blasco) of this proposal of workshop have expertise in mathematical magic tricks that can be applied to another areas such as “The Magic of the Periodic Table”, where we review the elements of periodic table of elements with magic tricks. We take advantage that the periodic table is an example place where natural numbers appear, so we can translate classical mathematical tricks to a chemistry framework. Science Based Magic: sometimes a magic trick relies on a scientific fact such as magnetism or electricity, a chemical one like a reaction or a change of color or a mathematical one, as it happens with some properties of shuffles or number facts.

By David Price, Science made Simple, UK and Helen Järvpõld, AHHAA Science Center, Estonia.

Science shows can be: Highly interactive, inspirational and accurate science events
Or”When is this going to end, can we go home?, science is not for me!” And safe and supporting. A route to rich seams of confidence and interaction in your science provision or
Downright dangerous! Both Helen Järvpõld and David Price love science shows and they want you to love them too! AHHAA and Science Made Simple are institutions were science shows really matter. Join Helen and David as they look at some of the highs and lows , and the art and the practice of performances with science.

Workshop 4: Citizen Research – The Good, the Bad and the Ugly?

By Kenneth Skeldon and Francesca Gale, Wellcome Genome Campus, UK

Citizen Science is often held up as the aspirational model for effective immersive science engagement. Placing citizens at the heart of science, doing real research – reaching an equity with the scientists and academics – are all applauded aspects of the participatory mantra. However, in reality, how much of the ‘scientific process’ do citizen researchers really experience. And if citizens are actually making research happen more effectively, or even being deal-breakers in achieving timely goals, then how should they be rewarded and recognised? All of these issues get to the core of the Good, Bad (and Ugly) dimensions of participatory research – issues we all have to face up to if co-production and societal involvement in research is to progress responsibly.

Our workshop will explore these practicalities – and the ethics and consequences of participatory research – by using the exemplar of a UK-wide project called “Genome Decoders” where school pupils in over 50 schools across the UK are collaborating with parasite researchers and bioinformaticians to identify and label all the genes in the human whipworm genome for the first time. The human whipworm is a parasitic worm responsible for widespread infection and disease, especially in developing, sub-tropical countries.

Workshop 5: How to get viral on facebook, Youtube or your own video channel?

By Theda Minthe, Head of Hannover Science Initiative, City of Hannover, Germany and Lena Söderström, Vetenskap & Allmänhet, Sweden.

Funny and “explosive” science experiments or jokes easily get viral in social media. But what about videos, who focus on education, public relation or societal discussions? Going viral is a real challenge for scientific institutions, universities or science communicators in cities. We want to exchange experiences and new ideas about conducting outreach in social media. Some of us focus on cooperation among local institutions to establish bigger outreach ( Others pay facebook, national platforms and agencies for going viral or work on SEO to increase the presence in search-machines. At the end of our workshop we will have collected examples of best practice and new ideas for future cooperation.

19.15 pm: Visit to the Spanish Royal Botanical Gardens

8 pm: Conference Dinner

Friday 18th May 2018

9 – 10 am: Keynote speech by Dr. Maria Acaso: What’s that cockroach doing in my Science Museum? Art Thinking as a tool for Science Learning

10 – 11.30 pm: Sessions

Horizon Talks

By Andrea Troncoso, EUSEA Project Officer, Austria

The EU Project NUCLEUS is developing new way,s of learning and understanding RRI. One of these ways are Mobile Nucleus, which consist in events in different formats to spark the interest and awareness about the gains of having a more responsive, inclusive and open way of performing research and scientific practices. Come and learn from our findings and learnings.

By Dr. Edward Duca and Hans Sonntag, University of Malta, Malta.

The EU has set RRI (Responsible Research & Innovation) as a keystone for its main research funding. RRI is a concept with several definitions. The €4 million EU Funded (H2020) NUCLEUS project sees RRI as the co-production of knowledge between society and researchers, emphasising the shared responsibility between all stakeholders involved in the research process. The project sees 10 embedded Nulcei (and 20 mobile Nuclei) being installed in institutions around Europe, Georgia and South Africa. Their aim is to assess the barriers to the RRI approach in institutions, followed by overcoming them. This talk will discuss the research playing field in Malta, showing the results of the self-evaluation study done locally. This will be followed by an initial assessment of the actions needed to overcome the barriers identified, with insights that are applicable to other universities or research institutions.

By Leonardo Alfonsi, Psiquadro, Italy

Come and learn the tips, tricks and methodologies developed by the PERFORM projects to teach STEM education through theatre

By Carmen Guerrero, Spanish National Research Council, Spain.

Ciudad Ciencia (City Science) is a science outreach project coordinated by the Spanish National Research Council (CSIC) and the Obra Social ‘la Caixa’ aimed at raising awareness of current scientific and technological news at a local level. Five years after its launch, Ciudad Ciencia can be found in 42 Spanish municipalities and, together with local councils, has generated an unprecedented science outreach network at a local level in Spain. The purpose of the project is to tackle the lack of cultural, science-based events in places located outside the major urban centres. To do this, towns and cities affiliated with the programme can access outreach activities in a number of formats that are incorporated into each municipality’s cultural offer. In addition to these, there are online workshops available on the project’s webpage The activities are aimed at everyone, particularly young people. Since the start of Ciudad Ciencia, in 2012, more than 500 face-to-face activities have been organised. Around 300 CSIC researchers have taken part in these, and they have been enjoyed by more than 85,000 members of the general public. But in addition to the excellent quantitative results from this period, the qualitative value of Ciudad Ciencia cannot be underestimated, as it gives the public local access to current scientific findings explained by the people who generate scientific knowledge.

By Ivonne Fachada, Braganza Ciencia Viva Science Centre, Portugal.

This proposal aims to present opportunities and challenges of the project “Scientific Routes for an Intercultural Integration”. This project is based on the development of different educational, entrepreneurs and science activities aiming a vulnerable community of young students from Portuguese-speaking African Countries (PALOP) inhabiting in Braganza, that study in IPB. It combines participatory tools that enable bridges between communities, fosters a space that facilitates dialogue and ensures answers that cover the sphere of integration, experimentation, debate and sharing of ideas. Thus, our action plan is based on three key steps: (i) Science and Technology, (ii) Multiculturality and (iii) Pedagogy and Education, integrated with the curriculum improvement and the qualifications enhancement of the participants. The project has allowed CCVB to become an innovative and participatory cluster, conductive to intercultural dialogue, allowing democratic knowledge, equality and integration.

Workshop 6: Creating a creative science activity for schools

By Dr. Edward Duca, University of Malta, Malta.

Throughout Europe, education is not meeting the needs of employers for STEM skills. The CREATIONS project, funded by the European Union, is developing creative approaches based on art for an engaging science classroom. Students involved in the arts are more likely to participate in science fairs, win awards, and excel academicaly. Their approach combines, the IBSE (Inquiry-Based Science Education) pedagological model, with RRI (Responsible Research & Innovation) values and the Arts. The project’s Greek Partners (Science View) will be delving into the features of the CREATIONS approach to aid the development of the activities. In Malta, a number of activities were developed by Univeristy of Malta staff and students, who then brought them to schools around the island. The workshop will involve participants developing their own creative activity that they can use in any setting—prepare to surprise yourself.

Team Sessions: Cell Block Science and Inclusive AgriFood Science in Nursing Homes

By Mhairi Stewart, University of St. Andrews and Ruth Facchini, Fife College, UK

Cell Block Science brings informal science learning into the prison learning centres of 6 Scottish prisons with input from 4 Scottish Universities, and includes a programme of family learning. This session will focus on our experiential learning in delivery, collaboration and engaging with these hard to reach audiences. The aims of Cell Block Science are to engage prisoners with STEM subjects, promote science capital, encourage new learners to interact with the learning centres through novel subjects, and explore how science can complement the standard literacy, numeracy and arts teaching provision and provide opportunities for skill development.
In the long term we aim to provide evidence for policy makers of the value and potential of raising science capital in prison learners. We are also contributing to knowledge on best practice in informal science learning within prison environments and nationwide collaborative public engagement activities.

By Cristina de Lorenzo, IMIDRA, Spain.

Elderly people in nursing homes are somehow forgotten in western society. Our oldies are adequately taken care of and have carefully planned diets. However they lack excitement and live in a quite closed world. Meals are ideally happenings for them, moments to pleasure and socialization, but restrictive and monotone diets play opposite. As agrifood researchers, we planned to make use of our experience and results (1) to bring farming and open-air exercise into nursing homes, and (2) to estimulate the elderly both in cognitive and sensorial ways. The program comprised (1) help and guidance in growing urban orchards in the nursing homes, with observational requirements on agronomic behaviour of the plants; elderly volunteers were informally appointed as “senior colaborator researchers”; (2) an itinerant photo show with commented images from agrifood research, which was starting point for several animation activities encouraging remembrance, intelectual work and active proposals such as cooking; and (3) sensory analysis sessions with different local products and adapted data collection sheets, after 30 minutes of audiovisual-aided, divulgative talk. Elderly were also asked about several aspects of welfare (intelectual, physical, emotional) associated to the products. All the activities were highly valuated by professionals at nursing homes and produced a very positive feedback from the elderly.

11.30 am – 12 pm: Coffee Break

12 – 1.30 pm: Sessions

Horizon Talks

By Laura Ferrando, CSIC, Spain.

These days, activities for promoting scientific culture have become common practice in European research institutes, which allocate them financial and human resources. Scientific staffs increasingly incorporate this mission into their traditional research tasks as well as the training of future researchers. However, while research and teaching have established indicators, scientific culture activities are still considered unusual, they are rarely recognised at an institutional level, and they are undertaken within the classical structure of scientific production. In this sense, we believe that developing indicators for scientific culture would help change the way this is thought about.
In the Latin context, scientific culture is the most common term to refer to the interactions between science and society in a multifactorial level. In short, scientific culture is more than social communication of science and includes public engagement activities.
The CSIC, through its Deputy vice Presidency of Scientific Culture, proposes an analysis of the activities developed that help define scientific culture indicators appropriate to the research institution. The CSIC has classified the scientific culture activity undertaken between 2011 and 2016, using the following indicators: 1) financial investment; (2) staff dedicated to scientific culture separated out by sex; (3) the number and type of activities held; and (4) the public reached. The main data are: each year, more than 12,000 (face-to-face and remote) activities are held and more than one million people attend face-to-face events.

By Laura Ferrando, CSIC, Spain.

These days, activities for promoting scientific culture have become common practice in European research institutes, which allocate them financial and human resources. Scientific staffs increasingly incorporate this mission into their traditional research tasks as well as the training of future researchers. However, while research and teaching have established indicators, scientific culture activities are still considered unusual, they are rarely recognised at an institutional level, and they are undertaken within the classical structure of scientific production. In this sense, we believe that developing indicators for scientific culture would help change the way this is thought about.
In the Latin context, scientific culture is the most common term to refer to the interactions between science and society in a multifactorial level. In short, scientific culture is more than social communication of science and includes public engagement activities.
The CSIC, through its Deputy vice Presidency of Scientific Culture, proposes an analysis of the activities developed that help define scientific culture indicators appropriate to the research institution. The CSIC has classified the scientific culture activity undertaken between 2011 and 2016, using the following indicators: 1) financial investment; (2) staff dedicated to scientific culture separated out by sex; (3) the number and type of activities held; and (4) the public reached. The main data are: each year, more than 12,000 (face-to-face and remote) activities are held and more than one million people attend face-to-face events.

By Maaike van Heij, Science Linx, University of Groningen, The Netherlands.

In this talk, we present how we engage school pupils and their families in research projects on sustainable landscapes by means of citizen science in our new Erasmus+ network SUSTAIN. For SUSTAIN, the million-dollar question is how society can use landscapes for industry, housing, agriculture and recreation without hampering biodiversity. This is a major issue for future generations, and young people must therefore be included in the discussion. By forming Communities of Learners existing of researchers, school teachers, science education providers and experts in science communication, we will develop e-learning modules on bird migration and water management in The Netherlands, Spain and Cyprus. SUSTAIN culminates in a series of science festivals, one in each of the three countries, where school pupils will present the results of their ‘citizen science’ project to reach a wide audience.

By Paloma Banderas, Autonomous University of Madrid, Spain.

“Science at School” is aimed to encourage and drive the research activity at the classroom. It is not a science-demostration activity but an actual research project led by teachers and scientific advisors, performed by the children themselves. It is designed in such a way that children pose hypotheses, make observations, real measurements and data collection, interpret the results and obtain conclusions. They present themselves the results in a congress-like at UAM.

The research project selected comes from another activity by UCCUAM: “Can you suggest me an experiment?” A contest for the UAM community, where the participants have to design a research project that can be carried out by kids at their own school with basic materials.

The Scientific Culture Unit (UCCUAM) and researchers from the University (UAM) train and prepare elementary school teachers. The goal is to help them and give them supporting tools in order to incorporate the researching activity at the school.

By Alexandra Schebesta, Open Science – Lebenswissenschaften im Dialog, Austria.

Citizen science has been a hot topic over the last few years. And bioinformatics is a continuously growing field in biology, getting more and more important for the analysis of big data. Currently, ample opportunities are created for scientists with computer science expertise, but there is a shortage in qualified experts.
In our current project we have addressed this problem at the level of science communication. We have involved high-school pupils, specialising in health technology, in the scientific analysis of the human skin. In this win-win-situation, all participants greatly benefit from a concomitant mediatory framework and contribute equally to the scientific outcome. Taking this project as an example we will discuss the role of science communicators, familiar with both contexts, science and school, and their positive contribution to project course
and impact. We will also reflect on crucial cornerstones for successful young citizen science projects and potential pitfalls.

By Sheila Donegan, Waterford Institute of Technology, Ireland.

The STEMreach Paired Science model is an effective way of engaging learners with science where older pupils work with younger pupils. The STEMreach paired science programme is a 6-week structured STEM programme for primary and second-level school students, which involves industry from the STEM sector and a Higher Education college with Calmast STEM Outreach Centre as the coordinating hub.

By Shane McCracken, Gallomanor, UK and Ángela Monasor, Kialo, Spain.


Scientists visiting schools is a common form of science engagement, however the further away a school is from a university the less-likely it is that they will be visited. Online engagement can overcome geographic inequality and improve upon in person visits.


I’m a Scientist is an international online science engagement programme run in five continents. Shane McCracken and Angela Monasor, the UK and Spanish founders of the project, talk about the power of online science engagement.

Workshop  7: Citizen Science (CS) as a tool for public engagement

By Simone Cutajar, Green Malta and University of Malta, Malta.

Because of its participatory nature, Citizen Science (CS) is well suited to engage citizens and stakeholders with science. By involving citizens knowledge can be both generated, communicated and democratised. Sustainability and evaluation of CS projects are vital in order to ensure effective initiatives. Also, CS can tap into broader public engagement efforts to maximise their efficacy.
The workshop will start off with introductory talks by Simone Cutajar (researcher and Greenhouse NGO chairperson) and Dr Edward Duca (science and innovation communication lecturer and festival manager). This will be followed by a fish bowl discussion which will be facilitated with the following topic:
1) How to balancing engagement and scientific outputs in CS projects and allocate resources
2) The broader impacts of CS and how its ability to connect research with public engagement and art can make research projects happen
3) Long-term sustainability of CS projects by focussing on recruitment, retention and evaluation
The fishbowl will be followed by reflections by all participants.

Workshop 8: Bringing research into the Public (House)

By Peter Brennan and Ricardo Valdés-Bango (PubhD Dublin)

A growing theme of public scientific engagement events centers itself in the pub, a warm and familiar venue, distinctly different to that of a traditional lecture hall. In these events, researchers present their research and share their expertise to the general public and researchers from different fields. Examples of these events include: Science on Tap and Pint of Science – annual science festivals in 175 cities in 9 countries that brings scientists to the pub and other public venues; PubhD – a monthly event in 25 locations in 7 countries, where Ph.D. students explain their work to non-specialists and the wider public audience in a pub. In this session, a panel of organizers, former pub presenters, and audience members will share their experience at such events and provide insights on the strengths, limitations and future challenges of this format of engaging the public with science.

Confirmed speakers:

Peter Brennan – PubhD Dublin, Dublin City University, Ireland
Ricardo Valdés-Bango Curell – PubhD Dublin, Dublin City University, Ireland
Billy McCarthy – PubhD Cork, Teagasc, Dublin Institute of Technology, Ireland
Ivone Fachada – PubhD Bragança, Portugal
Sarah Hughes – GSU, Trinity College Dublin, Ireland

1.30 – 2.30 pm: Lunch

2.30 – 4 pm: EUSEA General Assembly – Members Only

Note that the Programme can be modified without previous announcements. Please, visit our page regurlarly.