Exploring creativity and creative thinking as an effective tool in STEM public engagement

In 2014 the Institute of Mechanical Engineers reported on the personalisation of engineering education. The study showed that young people divide themselves broadly into five categories (termed 'Tribes'), determined by their values and beliefs, their attitudes to school, family and work, as well as their reactions to STEM as a subject and as a potential career. The report raised important questions about whether we should replace the current 'be like me' engagement approach with programmes that take difference into account, and provided specific recommendations for bespoke engagement strategies for each Tribe. The 'Creativity in Education' report published in October 2019 by the Durham Commission, a joint research collaboration between Durham University and Arts Council England, examined the role of creativity and creative thinking in the education of young people. The report recommended that embracing creativity in education has the potential to retain the creative talents and innovative abilities of many young people who do not fit the obvious STEM archetype.

I will co-create public engagement (PE) activities which embrace creativity and creative thinking to allow young people and families to explore and discover innovation in biomaterial design. Using the Bragg Centre for Materials Research at the University of Leeds as a platform, I will build a culture of creative PE and develop a framework to embed creative-led PE within research. This will be achieved through development and evaluation of my creative PE activities, as all training and support of two cohorts of PE ambassadors, leading to impactful methods of engaging diverse members of the public throughout the research cycle. A culture of inclusion, respect and equality of opportunity for all, including students, staff and the public, will be central to all activities. Longer term and informed by this work, I will influence physical scientists and engineers through the national Royce Institute to realise the wider impact of this novel approach.

Young people and their families will benefit from the research by providing them with for family learning and engagement with STEM in unconventional and welcoming ways. different Tribes. This will be achieved through collaborations between scientists and engineers, artists, families and young people to embrace creativity and creative thinking in materials research. Interactive workshops, where young people are integral to the creation of the installation, will provide outputs which will be exhibited at festivals, museums and public spaces. The outputs of activities delivered in Phase 1 with the first cohort will be showcased at Be Curious, an annual public festival at the UoL where people are invited to find out, explore and investigate what research is taking place and how research is making a difference in the world. This annual research open day, which attracts over 1200 people, showcases our research, shares our passion for research and what we do to make a difference in the world. The textile installation from Phase 1 will be exhibited at the multi-arts and light festival in Leeds city centre, Leeds Light Night, which celebrates diverse and thriving creativity in Leeds. Some of Leeds' most recognisable indoor and outdoor spaces are transformed by spectacular artworks and captivating performances by local, national and international artists.

Scientists and engineers at the University of Leeds will benefit from the research through a programme of PE training and support that I will lead. This will include training and support to explore PE with their research and to integrate it into their activities. For example the National coordinating centre for public engagement (NCCPE) will provide training and support for the development of high quality PE work. They will be supported in their applications for PE grant schemes such as the Royal Academy of Engineering Ingenious PE Awards which support projects that engage the public with engineers and engineering, while providing engineers with skills and opportunities in PE. They will have access to a transparent and simple system for research groups to consult with the Physical Sciences and Engineering Outreach Officer and the PE with Research team to help plan projects, write bids and pathways to impact statements and develop models to evaluate and measure impact. They will benefit from a attending a seminar program celebrating excellence in creativity for STEM PE.

Nationally, scientists and engineers will benefit from the research through dissemination to the Henry Royce Institute, Royal Academy Engineers and Institute of Physics. They will benefit from shared understanding which will be delivered by a report on my evaluation of the project, submitted as a paper to the RAE to inform the development of personalised education for STEM. A second report will explore the use of creativity for materials design PE with recommendations for the Henry Royce Institute, the UK's centre of advanced materials research and innovation. All educational and PE material will be published in relevant journals, such as the IOPs Physics Education journal, STEM learning.