The different ways of doing science communication

During my time as a PhD student, I became interested in blogging in order to communicate neuroscientific insights from research on language acquisition and processing and share them with a larger audience. I therefore created my first blog on 'Neuroscience of Speech Perception'. Later I found a more interactive way of doing science communication when as part of the Brunel Postgrad&Research Society (BPRS), which I had created, I founded Brunel's first postgrad radio show 'Academic Brunel' by joining the Media Association Society.

Outside the Brunel Radio Studio.

This show allowed me to broadcast postgraduates' insights into their subjects to more people than would have been possible via a regular BPRS meeting. The show ran from January 2015 to June 2015, and was nominated for 'Best Academic Radio Show' by the annual Society & Media award show organised by the Union of Brunel Students.

Members of the Media Association Society.

                           

Each show was structured into three sections. In the first section I would communicate research news from around the world, which I would express in different languages. In addition to English, news could also be broadcasted in Spanish, French, German, or Italian. The second section was the interactive part, in which I would have a guest, who would normally be a research student with interest in sharing their research topic and progress with the audience. This section would therefore take the shape of an interview. The third section would consist of me talking on a certain issue from a critical point of view in form of a monologue.

Article on the first postgrad radio show at Brunel in the student newspaper 'Le Nurb'.

With this type of science communication I literally gave research students a voice through which research students could become vocal about any matters that were relevant to them and, which would help the audience understand how their research is important and can make a difference. The music played between each segment was eclectic in nature as it included various genres of music such as opera, folk, alternative and electronic rock, classical music, punk and live instrumental music from my instrument that is the Veena.

Inside the Brunel Radio Studio.

On different occasions I would have different societies be guest during the second segment, in which they would tell everyone what their society was about, and promote their activities. During special weeks I would organise unique collaborations between societies. Specifically, during the celebration of 'Go Green' Week, for example, we extended the show by an hour to a two-hour 'Go Green' Week special. It featured for the first time a live debate. The motion was “This House believes that climate change is a myth” and represented a collaboration between the BPRS that I was president of, and the Brunel Debating Society, of which I was immediate past president.

After the live debate during 'Go Green' Week.

Apart from doing science communication online or live on air, I later got the opportunity to work with like-minded people on science communication by founding the 'Bright Brains' newsletter, which would appear in print as part of the British Neuroscience Association (BNA) Bulletin. The motivation behind me founding 'Bright Brains' was to show the BNA how to listen to its young members and give them a voice. It was essential to me that the BNA Bulletin appropriately represented the views and insights of BNA student members from different regions of the UK as well as from different fields within Neuroscience. With 'Bright Brains' I aimed to illustrate how this could be achieved via a student-led support system for students and with students. To me it was therefore a truly special experience when I saw the BNA embrace an idea that I had as a student and turn it into a reality. This was the beginning of the 'Bright Brains' newsletter with me as the founding editor-in-chief.

The 'Bright Brains' logo.

Now nearly half a decade later I am proud to say that 'Bright Brains' has become a very popular feature within the Bulletin, and has so far produced a total of 112 print articles, 54 online articles with the help of 83 contributors as writers, 74 as editors and 50 involved in design and production. I can therefore now confidently say that ‘Bright Brains’ has visibly shown the BNA by example how to help students become vocal about their views, and how the BNA can continue to support its young members in the near future. With that in mind, it is clear that the mission of ‘Bright Brains’ has been accomplished.

The success of ‘Bright Brains’ shows that the BNA does listen to its student members and I am sure that the organisation will continue to do so in the future. Specifically, I am proud to say that the BNA will continue in their bulletin to have a student section that I proposed, and that ‘Bright Brains’ paved the way to the new student section called ‘Brain Insights’ that is now managed by a group of editors who are currently studying neuroscience. By continuing the student section the BNA is clearly heading in the right direction, and has recognised hereby the importance of not only its young members’ contributions but also the relevance of science communication, and the role it plays in positioning Neuroscience as a science that can help change lives for the better. 'Bright Brains' is a good example of how science communication can have everyone in a country involved.

An example of the first two pages of the 'Bright Brains' Newsletter.

Is there a way through which anyone with no student background could get involved in and contribute to science communication? The answer is YES! With unique ideas such as Neuropoetry it is possible to engage those in science communication who are not currently in school or university or professionally involved in science. I recently did a couple of neuropoetry workshops at charities based on my book 'Multilingual Neuropoetry'. One of them was at Headway East London at which attendees got to share information about their neurological conditions with others while learning about poetry at the same time. Based on the poetry and neuroscience-related material that I provided during the neuropoetry workshop they then did create and recite their own poetry about the brain and the mind. Such events can also be held at other public places such as libraries and bookshops. On National Poetry Day, it was, for example, my pleasure to recite from 'Multilingual Neuropoetry' at the Brook's bookshop in Pinner.

Reciting from my book 'Multilingual Neuropoetry' at Brook's bookshop during National Poetry Day.

With the help of Neuropoetry therefore science communication can reach all kinds of people, and with multilingual neuropoetry it will be possible to enthuse an international audience all over the world about the mind and the brain. If you are interested in holding a neuropoetry workshop near you, please get in touch! It is thus clear that science communication can take on different shapes and forms, and it is up to you to choose the one that works for you!