1. Utilising students in Science Communication activities: benefits and limitations Martin Drinkwater UNSW Science Communication Program

2. Context “Student” refers mainly to undergraduates Case studies from museums and outreach, but principles apply broadly to SET and medical concerns All science students need to be engaged in science communication activities Some professional science communicators have an aversion toward students

3. What do students gain? Apply skills and knowledge to a real problem Exercise responsibility and become involved in decision making Media, project management skills Networking, a ’taste’ of employment An understanding of their field – the societal impact of scientific research Employers value these skills in scientists

4. Benefits of student involvement Public events Science shows and workshops Open days and exhibitions ‘Tying up loose ends’ Adding value to existing work Students working on niche areas Challenging existing practice Student-run project successes

5. Interacting with publics Having students on call means that staff take less time out from regular duties Employees only receive time-in-lieu Events viewed as an unwanted ‘distraction’ Students can be particularly effective with youth audiences Trusting students with public image can be an issue – give them ‘behind the scenes’ work

6. Students ‘tying up loose ends’ Students can work with existing content Pick up old projects Add value to current ones Niche areas for students to work in Something they are good at, but not mission-critical Delegate an aspect of event management Students can facilitate activities or work with content, but have trouble producing new material

7. Challenging orthodoxy Students have little grasp of bureaucracy Cutting corners can create mess for staff ‘Hassles’ cited as a reason for aversion to students Highlights operational aspects that can be improved "When we are in the middle of the paradigm, it is hard to imagine any other paradigm" --- Adam Smith

8. Student-led initiatives Some student-run projects display commonalities to professional operations OnSET (media) UNSW Solar Racing Team (technical) BioFutures (event management) Student projects need funds and uni backing What makes a student project successful?

9. Limitations on student involvement Difficulty in matching skills / skill level Finding work for interns to do High turnover rates Students’ lack of foresight Need for training programs Students feeling intimidated or failing to understand overall objectives

10. What are the real costs? Supervision time Training time – myopic view Implicit advantages: Saves time and money in recruitment costs Student understands organisational workings Development of personal networks Do interns take the jobs of professional science communicators? On-costs

11. Engaging with interns Provide ‘perks’ Identify projects within organisation Advertise like a permanent position Include desirable criteria, but avoid exclusion Pitch as career opportunity rather than a hobby, make applicants ‘jump through hoops’ When and where to advertise?

12. Formalising internships with Unis Academic credit – most students complete communication studies or industrial training Requirements at university end Plan project around student’s work and study commitments 8 – 10 week project split over 14 weeks Made up of smaller (single day?) undertakings Half of internship completed in first 4 weeks

13. Conclusions A well-planned internship can have enormous benefits for the student, organisation & society Student gains an understanding of science communication, along with broad skill set Organisation benefits from greater flexibility in their operations, since students contribute to overall workload at relatively low cost

14. Acknowledgements My co-authors, Andrew Pratley and Ada Tam Dr Will Rifkin for valuable discussions UNSW Science Communication Program for financial support All the students and professionals alike who contributed

15. Questions to think about How can suitable internship opportunities be identified? Will students enjoy the work they are given? What training do students (and supervisors) need to produce useful internship outputs?