In 2018, ScotPEN was awarded funding of £500,000 from Wellcome for a unique pilot collaboration supporting Wellcome grant holders in Scotland to engage the public with their research. The ScotPEN Wellcome Engagement Award (SWEA) was designed to improve the quality and quantity of research engagement projects and to create opportunities for inter-institutional collaborations and partnership working.
Following a very successful pilot, Phase 2 of SWEA was announced in August 2020. A further two further funding calls will be held across 2020-2021,
The ScotPEN Wellcome Engagement Award replaces Wellcome’s Research Enrichment for Public Engagement scheme for those based in Scottish universities and research institutes.
Recently funded projects
Round 2: March 2020
Professor Daan M.F. van Aalten, University of Dundee: 'Care to Share'
Professor van Aalten’s primary research explores the biological mechanisms underlying neurodegeneration (ND), and this engagement project aims to create a care package for ND patients. Through this project, Professor van Aalten will promote the use of interactive board games to facilitate informal relationships between researchers and the public. During board game sessions, round-table discussions will take place between the participating public, and researchers and health professionals. These discussions will be used as a basis for producing comprehensive ND community guidance and the care packages themselves. Before distribution to ND patients, the care packages will also be photographed and used as the basis for public exhibitions.
Dr Gemma Learmonth, University of Glasgow: 'Aging with Impact'
Dr Learmonth’s research focuses on the effects experienced by stroke survivors. Her engagement project aims to directly include, involve and engage older adults in current research on the aging brain. In this 2 year project, Dr Learmonth and her team will host discussion groups with older adults to identify topics and research questions of importance to them. The participants will go on to co-produce research projects with postgraduate students that address these questions. The results, and other cutting-edge research about the aging brain, will be fed back to the wider community through outreach events. Researchers will gain experience and develop a template for co-producing research. This will benefit other researchers in the Institute of Neuroscience and Psychology who want to improve the real-world relevance and impact of their scientific research outputs.
Dr Andrew Manches, University of Edinburgh: 'Move2Learn4Teachers: co-design of Early STEM training and resources'
Dr Manches’ research project, Move2Learn, investigates how interactive museum exhibits and informal learning can be used to promote improved enjoyment and understanding of STEM in children. This engagement project has been designed in response to continuous interest received from teachers; children and teachers will be engaged with STEM education providers and together, they will co-design materials that draw from and inform research. The physical outputs from this will be distributed to teachers to increase their knowledge and confidence, which in turn will result in better STEM education for children.
Professor Adele Marston, University of Edinburgh: 'New horizons in fertility research: Why do some eggs not work?'
Professor Marston’s project will focus on the biological processes that take place during human reproduction. Sculptural artworks will be displayed for patient groups in Edinburgh and Coventry and then later, to the wider public. This project aims to empower those experiencing fertility issues to ask questions and better voice their opinions. These artworks will be used to promote conversation between the public and researchers in a way that increases understanding, and this understanding will be used to improve experiences of IVF treatment.
Professor Carmel Moran, University of Edinburgh: 'Imaging Inside Out'
Professor Moran’s project will involve engagement with early secondary school students in Scotland. Pupils will be given the opportunity to use hand-held ultrasound devices on 3D printed animal structures of different sizes and orientations. As ultrasound imaging is increasingly used in clinical diagnosis, this experience will promote the discussion of imaging techniques and the use of animal models; this will provide pupils with a better understanding of the use of each and give researchers the ability to understand what questions pupils may have on these topics.
Dr Anna Pearce, University of Glasgow: 'Bridging the gap between health inequalities research and affected communities'
Dr Pearce’s Wellcome fellowship uses existing, anonymised data such as birth records, hospital admissions and child health checks to examine why children growing up in less-advantaged socio-economic circumstances live shorter and less healthy lives than their more-advantaged peers. Working with a Clydebank primary school and Children’s Neighbourhoods Scotland, Dr Pearce and colleagues will demonstrate how this research is currently conducted and how data linkage helps answer important questions safely. They will then explore what’s most important to the community themselves, and work with the children to identify, conduct and share the findings from a mini research project - with the children determining the direction of the project throughout. The team will conduct a detailed evaluation and will create and share a public engagement resource pack based on their learning.
Dr Louise Ann Williams, University of Edinburgh: 'Pride against Prejudice: exploring LGBT health through the Lothian Gay and Lesbian Switchboard archives'
The Lothian Gay and Lesbian Switchboard (LGLS) was the UK’s first gay helpline and Scotland’s first gay charity. Through Wellcome Trust funded research Dr Williams is cataloguing and selectively digitising archives created by LGLS; findings from this research will be disseminated to academics and the wider public. In this related engagement project, Dr Williams will work with local LGBT groups to create a public exhibition based on items collected from the LGLS archives and new works inspired by them. It is hoped that this will achieve wider collaborative engagement with community groups and demonstrate the power of archives to stimulate discussion.
Round 1: October 2019
Dr Megan McLeod, University of Glasgow: ‘Co-Immunicate: communicating immunity with the community’.
This project will involve a 4-year relationship with nearby Anderston Primary School. Dr MacLeod and her team will engage and inform primary pupils about immune cell communication and how this allows vaccine-induced protection to occur. The project is designed to empower pupils to design their own activities and displays. Pupils will use these activities to share their learning with younger pupils, the local community and the wider public at a series of events including annually at Glasgow Science Festival.
Dr Clarissa Melo Czekster, University of St. Andrews: ‘Antibiotics under our feet’.
New compounds from soil microbes could be an important source of new antibiotics to fight drug resistant infections. In this project staff and students from the University of St Andrews will work with the local community to create a citizen science project. Teachers and Primary 5-7 pupils will sample soil near the targeted schools, with the results used to develop a fully accessible map of Scotland/Fife. The map will show where different species are found, their resistance to common antibiotics, and their potential for use in new treatments. The researchers and schools will also co-produce information and resources for use in schools involving DNA, microbes, antimicrobial resistance and antibiotic discovery. https://www.antibioticsunderourfeet.ac.uk
Professor Sarah Cunningham Burley, University of Edinburgh & Professor Anne Kerr, University of Glasgow: ‘Tailored treatments for cancer: tales of research and care’.
This project co-produced a graphic novel with people involved in developments of novel cancer treatments. Sharing the experiences of patients, carers, health care professionals, scientists and others will help convey the complexities of genomic medicine and the social and ethical issues it raises. The graphic novel format will help avoid language and literacy barriers and participants will be empowered to question, influence and advocate. During its development the novel was also used in workshops to help patients and carers produce their own short graphic stories based on their experiences.
The project aims to enhance the ways that patients and others are engaged and considered in the process and outcomes of research. The graphic novel, patient stories and a short film are available at https://tailoredtreatments.wordpress.com and more information about the project can be found at https://ziggyswish.com/projects/tailored-treatments
Professor Andrew McIntosh, University of Edinburgh: ‘My depression, your depression - same name, different stories’.
Professor McIntosh’s Stratifying Resilience and Depression Longitudinally (STRADL) project uses large datasets to investigate the causes and consequences of depression at a population level. However, this data-driven approach is not very effective at capturing individual differences. This public engagement project will enrich the research by using a person-centred approach – empowering those affected by depression to tell their stories in their own way by working with experts in digital and mental health storytelling. These stories will be shared with researchers, with policymakers and with the wider public at key exhibitions and events. As well as empowering participants to speak out about mental health, the project aims to help researchers understand and engage with the people and experiences behind the data. Researchers will also use the stories to bring participants’ voices to their discussions with policy makers.
Professor Sarah Reece, University of Edinburgh: ‘It’s about time! Malaria & mosquitoes on the road’.
In collaboration with the RAiSE project, scientists from the Reece Lab will engage rural school pupils with cutting-edge research to enhance science delivery, foster desire to better understand the living world, and show how science can tackle global issues. Malaria parasites and mosquitoes are continually adapting to their ever-changing world, and the daily rhythms of their behaviour are vital to understanding and treating the disease. Primary 4-6 children will conduct their own research projects on mosquitoes from their local environment and relate this knowledge to the role of mosquitoes in global health.
If you know of a rural school interested in a visit from the Reece Lab, please get in touch with them. Their website is www.thereecelab.com and they are on twitter at @ReeceLab.