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Authored by Dr Ewan Woodley & Prof. Stewart Barr with: Pierrette Thomet Stott, Prof. Peter Cox, Prof. Peter Stott, Annabel Buckland, Eleanor Clement, Daneen Cowling, Daisy Curtis, Jaspreet Dhami, Noor Hamoudi, Andrew McIntyre, Victoria Naylor, Alice Sporik, Liam Taylor, Emma Thorogood, Louise Treneman & Emma Wilson

Onstage: enabling geography undergraduates to lead scientific debates

Exploring geographical debates

along the Jurassic Coast

II

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Onstage: enabling geography undergraduates to lead scientific debates

by Dr Ewan Woodley & Prof. Stewart Barr

with: Pierrette Thomet Stott, Prof. Peter Cox, Prof. Peter Stott, Annabel Buckland, Eleanor Clement, Daneen Cowling, Daisy Curtis, Jaspreet Dhami, Noor Hamoudi,

Andrew McIntyre, Victoria Naylor, Alice Sporik, Liam Taylor, Emma Thorogood, Louise Treneman & Emma Wilson

Contents

WAM Extreme Weather Event: Event aims and activities 2

Student involvement in the WAM Extreme Weather Event 4

Student motivations for contributing to the WAM Extreme Weather Event 5

Non-conventional approaches to exploring science 5

Exploring climate knowledges beyond academia 6

How did the Geography degree programmes help students prepare

for the event?

7

The role of intra-disciplinary Geography modules 8

The experience of co-organising and delivering the workshop 10

Preparation for the event 10

Tackling anxieties 10

Learning from co-producing knowledges 11

Reflections on climate outreach 12

Employability: how did the event enhance skills and competencies? 13

Degree programme applications of new knowledge and understanding 13

Confidence in teamwork and effective communication 13

Overall student reflections of the WAM Extreme Weather Event 15

Acknowledgements 17

2

Scale

The WAM Extreme Weather Event: Aims and activities

In March 2016, the University of Exeter hosted the WAM Extreme Weather Event (WAMfest) on extreme

weather. WAM (Weather Arts and Music) is a Special Interest Group of the Royal Meteorological Society

whose aim is to explore and promote creative ways in which meteorology and climate science can be

expressed and understood through the arts. In so doing, WAM organise a number of high profile events

across the UK with the aim of engaging a diverse range of people with science through innovative and

accessible activities.

The one-day event held at The Forum (University of Exeter Streatham Campus) focused on the theme of

extreme weather, an aspect of climate change which not only comprises a key interest and focus for many

researchers at the University and the Met Office, but also a subject which has great resonance within the

UK because of the visible manifestations of weather, our national curiosity and interest in the subject, and

the recent impacts of significant weather events.

WAMfest involved the University, the Met Office, the Royal Meteorological Society, The Institute of

Physics, Exeter City Council and Double Elephant Print Workshop. It was designed to bring together a

wide range of activities to promote interest in weather and climate among different audiences. The

daytime consisted of a series of talks and collaborative workshops run by academics and students. These

were aimed at a public audience and covered a diverse range of subject areas, from weather forecasting

to the work of local flood resilience groups. In addition, a range of interactive displays and activities were

hosted by the aforementioned institutions to explore novel ways of engaging with climate science

concepts and processes. Through the medium of printmaking, the Double Elephant workshop gave our

audience a unique opportunity to respond directly to their experiences of extreme weather and their

thoughts on climate change, and produce their own prints to take away with them. The Met Office choir

gave a lunchtime recital of weather-themed music, offering Forum visitors another perspective on our

relationship with the weather. The evening event consisted of a specialist panel session made up of

cutting-edge talk by Prof. Peter Stott and Dr Helen Czerski (A Question of Extremes: how is our climate

changing?), followed by a Climate Change Question Time, chaired by Prof. Paul Hardaker and including

Prof. Dame Julia Slingo, Prof. Neil Adger, Prof. Peter Cox and Dr Helen Czerski.

Student reflections on the Climate change panel session:

“The final question time was really interesting, to have a panel of people from different backgrounds to

give their opinions on some really brilliant questions has since enthused me to approach more

professionals and be more inquisitive to their opinions and gain a variety of outlooks” (Daneen Cowling).

“I also appreciated being able to attend the evening event A Question of Extremes. This was once again a

different environment, in a lecture theatre this time, but still an arena for open and what appeared honest

communication with experts in the field” (Noor Hamoudi).

Above: Climate Change Question Time. Right: A Question of Extremes: how is our climate changing?

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Clockwise from top left: WAMfest participant reflections, Met Office weather and climate experiments, the Met Office

Choir, participants at the weather activity stands, Let’s Talk Weather!, by Prof. Liz Bentley (Royal Meteorological

Society), Double Elephant Print Workshop activity.

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Student involvement in WAMfest

Whilst the WAMfest represented an impressive commitment by individuals from many institutions, a

significant contribution to the event was made by thirteen undergraduate Geography students at the

University. They played a key role in staffing a number of activities throughout the day and the evening

panel session. Most importantly however, this event provided an excellent opportunity for these students

to become involved by drawing on the knowledge and understanding of academic debates covered in

their undergraduate modules.

The prominence of climate change in geographical enquiry, and the specific research emphasis placed on

this area by many academics within Geography at Exeter, result in students being exposed throughout

their degrees to the latest developments in this field across both the physical and social sciences. In this

way, students learn about Earth’s climate system and key societal debates surrounding climate change as

a core component of their first year of study, with many electing to further explore this theme of research

in a more specialised form throughout years two and three of their degree. Consequently, many physical

and human geographers learn about the concepts of risk, vulnerability and resilience which formed an

integral intellectual element of the WAMfest event.

Acknowledging this provision, all undergraduate geography students were offered the opportunity to take

part in the WAMfest event and to design and deliver a workshop to a public audience that built on their

academic experiences. Realising the need to make the volunteering experience as accessible as

possible, the theme for the one-hour workshop was decided on by academic staff and was based on

material delivered in the first year of the degree programme. Students were asked to develop a workshop

to discuss the barriers that people face when trying to take action to reduce their impact on the climate. In

addressing this challenge, students who volunteered agreed to develop a co-productive workshop, a

format which seeks to move away from the dichotomous ‘delivery’ of subject matter to a more deliberative

format in which student knowledge and the knowledge of participants is combined on an equal basis to

explore and better understand the complexities and contestations surrounding barriers to acting on

climate change. Whilst students agreed that this style of workshop required less preparation in the form of

‘presentable material’, they also had a keen sense that the fluidity of the workshop structure (being guided

more by developments in participant debates), and the uncertainties surrounding the attitudes and

knowledge of attendees, presented an understandable degree of apprehension.

Above: Monoprints produced at the Double Elephant Print Workshop.

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Therefore, in order to prepare for the workshop, academics arranged two sessions to support students in

realising their aims. The first workshop involved a comprehensive discussion of the purpose and

structure of the WAMfest event followed by a review of learning throughout the degree programme which

could be mobilised to prepare for the workshop. This peer learning exercise explored how core and

optional modules in geography address key concepts surrounding climate change and science

communication and engagement. It proved useful in identifying potential talking points that might emerge

in the climate change workshop and allowed students to draw on their different learning experiences to

recognise and evaluate the common contestations that emerge when exploring value-action gaps. The

second workshop built on these achievements by developing a detailed plan of designated

responsibilities for each member of the group so that the workshop could be delivered and recorded in a

professional and effective manner. As part of this exercise, students discussed their concerns and

anxieties about different aspects of the workshop (see page 10). Recognising and attempting to address

such anxieties was an exceptionally important aspect of the event and was essential in ensuring that

each student was content with their designated role in the event’s proceedings.

Acknowledging the pedagogic value of understanding student experiences of participating in this event,

this report provides a comprehensive analysis of student reflections on their learning process and in so

doing, identifies the educational value of facilitating student involvement with external (beyond the degree

programme) events. The report therefore focuses on the experiences of students, including, initial

motivations for becoming involved with WAMfest, student reflections on the ways in which the degree

programme supported them in this task, their experience of co-organising and delivering the workshop,

and the ways in which the event enhanced their skills and competencies.

Student motivations for contributing to WAMfest

Through exploring the reasons why students were enthusiastic to volunteer for this event, it is necessary

to appreciate that each individual will be motivated by different factors which, in themselves, occupy

differing levels of importance. Despite the breadth of potential motivators, an analysis of the reflections of

student participants demonstrates three dominant themes and these are outlined and discussed below,

with the exception of theme three which relates to employability (see page 13).

Non-conventional approaches to exploring science

The issue of anthropogenic climate change has gained significant attention on the global stage, with

contestation and debate surrounding everything from the science underpinning key statements, to the

relative importance and feasibility of mitigation and adaptation measures to combat the negative impacts

of a warming atmosphere. Recent years have seen more and more information on the matter being

disseminated to publics through government initiatives, businesses and activist organisations. Yet the

smooth and seemingly rational journey from the production of ‘persuasive’ literature to positive pro-

environmental behavioural change is often marred by a series of barriers, two of which were addressed

by WAMfest. Firstly, in a world where the traditional authority of science and scientists is increasingly

questioned, and where anyone can assume the role of ‘expert’ and construct arguments tailored to their

viewpoints, the lines between reality and fantasy are sometimes indistinguishable. In this world, the rigour

of science can more easily be eroded and attacked and can create an atmosphere of disinterest in, or

distrust of, academic research. Secondly, climate change represents a complex concept into which is

woven the intricate complexities and uncertainties of Earth’s climate system. Whilst many articles present

and discuss components of the climate system in a simplified manner, the vastness of the subject area,

the uncertainties ever-present in science, and the restricted and often impenetrable nature of academic

literature, make it for many a difficult or unappealing subject. With these barriers in mind, WAMfest

sought to offer a new way for people to explore climate change, by understanding the ways in which such

science can be represented through art and music, subjects with which people may identify and practice

in everyday life. In reflecting on their involvement with WAMfest, students saw this unconventional and

innovative approach to exploring science as a significant motivator.

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“I liked the concept of bringing these issues to light through the arts, as I often think that an overly heavy

emphasis on academia prevents a large number of people from engaging with these issues” (Louise

Treneman).

“I am also a great lover of music and art and so was very intrigued to find out how these three very

different topics could be linked. It was also very interesting to see how music and art could be used to

raise awareness of extreme weather as it was not something I had previously thought about” (Emma

Wilson).

“It was also a very interesting concept to bring together weather, arts and music in one day of events

because everybody can relate to them in some way” (Liam Taylor).

Exploring climate knowledges beyond academia

Students understandably demonstrated a passion for learning about climate change and were able to

draw upon a wide range of undergraduate geography modules for support in preparing for the event.

Nonetheless, there was a clear collective desire to mobilise their learning in a number of ways, a reflection

that illustrates a high level of initiative and an impulse to not only ‘learn for the sake of assessment’, but to

be able to apply knowledge and understanding within a new context. In so doing, students identified three

motivations which are linked through a desire to explore climate change beyond the confines of academia.

Firstly, students expressed their enjoyment of a wide range of modules throughout the geography degree

programme, a subject which is discussed in the following section. However, they also felt strongly about

developing their learning outside of an academic environment. Whilst the WAMfest was hosted by the

University of Exeter, students who participated exhibited a collective sense that this experience provided

an opportunity to contribute to an important and familiar subject area but in a completely new, challenging,

but also exciting environment.

Secondly, by being actively involved in WAMfest, student volunteers expressed a desire to deploy their

knowledge and understanding of the climate change debate by working with new groups of people. There

was a widely held view that whilst students found scheduled learning and teaching (lectures, seminars

etc.) interesting and critically engaging, discussion of material was essentially confined to peer learning

and conversations with academics. Understandably, this event provided the means for students to come

face-to-face with the realities of working with publics and an opportunity to discover for themselves the

controversies and contestations that emerge in discussion of different climate change issues.

Thirdly, the event provided an opportunity for students to appreciate that whilst specialist knowledge is

essential in furthering our understanding of climate change, much can, and has, been gained from

exploring the tacit knowledge that people share of climate change issues. Many of the students involved

commented on the way in which discussions during the day helped them to appreciate that understanding

people’s experiences is invaluable in exploring the many disparities between attitudes and behaviour of

individuals and communities in society on the issue of climate change.

“My main motivation for getting involved in the WAMfest was because of the opportunity to engage with

the topics that I was learning in my modules in an environment and context that was not typically defined

as academic” (Noor Hamoudi).

“I wanted to talk to people about Climate Change who weren’t my peers, or academics. I hear a lot about

public perceptions of Climate Change from lectures or reading material, but I very rarely get the

opportunity to ‘get out there’ and talk to people” (Liam Taylor).

“The topic of climate change often seems to be quite distant and separated from everyday life, hence I

wanted to be involved in WAMfest to educate the public that climate change is very much a real threat that

needs addressing, and quickly, before effects are experienced in the local sphere” (Andrew McIntyre).

“I was keen to hear about peoples experience with weather and hear about it from the scientists that

would be at the event…having the opportunity to gain any understanding and knowledge on something

that impacts us so greatly was another reason I was so interested in the event” (Vicky Naylor).

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How did the Geography degree programmes help students prepare for the

event?

In addition to core training in geographical concepts and research methods, the Geography degree

programmes at the University of Exeter allow students to take a wide range of optional modules which

become more specialised as the student’s progress through their degree. In so doing, students are able to

select modules that focus on their research interests. The recruitment of students from across the

Geography degree programmes (Physical Geography, Human Geography and Flexible Combined

Honours) and from each stage of study was an excellent outcome; however, it undeniably resulted in a

diverse range of student experiences. Several students were nearing the end of their degrees, whilst

many volunteers had recently started their studies. Nonetheless, the student reflections revealed the

benefits of peer learning through knowledge sharing and tackling areas of ‘troublesome’ knowledge. It

also became evident through student reflections that the degree programmes offer a logical sense of

progression in the way in which concepts such as risk, vulnerability and resilience are taught throughout

years one to three on a range of geography modules.

“Without a doubt, Geographies of Environment and Sustainability proved to be a huge help whilst

preparing for the event. The student-led session was focused around the topic of the barriers of

communicating science, which was a topic previously discussed within lectures. These lectures provided

me with some background information into the problems with communicating science which made me feel

much more confident with the idea of discussing and developing these ideas further with the

public” (Emma Wilson).

“Seminars from the GEO2331 Research Design module helped me to gain confidence in speaking to

people in groups, lead discussions and to steer a conversation in a particular direction. In terms of the

content covered, the two ‘Earth System Science’ modules (GEO1211 and GEO1212) both gave me a

solid background for understanding the basics of Climate Change that I could then convey in the talk.

Finally, the “Communicating Science with the Public” section of GEO1310 helped me to better understand

the relationship between academics and the public, and how to engage in meaningful discussions for both

parties without alienating either” (Liam Taylor).

Clockwise from top left: WAMfest volunteers Vicky Naylor and Daisy Curtis, WAMfest volunteers Louise Treneman,

Jaspreet Dhami & Liam Taylor, Can we live with a warmer planet? by Prof. Richard Betts (Met Office).

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“I was in my final year of study when I volunteered at WAMfest and therefore had a broad range of

modules under my belt to draw on in preparing for the event. Volatile planet, a second year module, gave

me a general base knowledge of risk, the environment and climate issues, while the Geography of

Monsters (a third year module, and my favourite from my whole degree) built on this and really dug deep

into concepts of risk society, science and technology and how these issues all connect to environmental

problems. I found these modules highly engaging as they explored issues that fascinate me, and allowed

me to pull apart and question many things that I would not have otherwise thought about” (Louise

Treneman).

The role of intra-disciplinary modules

It was clear from reflections that many modules throughout the degree programmes proved valuable in

shaping student understanding of key concepts and debates that were relevant for the event; however,

one of the dominant observations centred on the value of several modules that span Physical and Human

Geography in order to explore the different ways in which knowledge and understanding of concepts such

as risk, vulnerability and resilience are constructed and studied in the physical and social sciences.

Geographies of Environment and Sustainability

“My first year modules were a brilliant preparation for the event, notably my module Environment and

Sustainability, that taught me to understand reasons why people may have different perceptions and

understanding to risk and climate change, and thus to better explain and inform people of my learning

from this module” (Daneen Cowling).

“I found that while a few of my first year modules did help in preparing for the event, GEO1310:

Environment and Sustainability was particularly valuable. A key part of this module was linking public

perceptions of science to ideas about climate change and other issues, which very strongly linked in with

running the workshop and allowed me to discuss ideas with those taking part” (Eleanor Clement).

“The first year modules of Environment and Sustainability and Earths System Science were helpful prior to

this event because once more they were where my foundational knowledge came from that has been built

upon in the additional second year modules. They introduced the key scientific arguments for what is

happening to the earth and climate in earth systems science and then from environment sustainability

came the arguments of questioning the credibility of scientific climate arguments and protocols that

exist” (Noor Hamoudi).

Volatile Planet and Climate Change: Science & Society

“In Volatile Planet, one of the key components was understanding the way in which knowledge is

produced, communicated and contested. Having such an understanding of the complicated nature of

knowledges meant that I was aware of some of the theories and ideas which formed the basis of the

workshop, specifically the problems of the deficit model and the alternative approach of the co-production

of knowledge” (Daisy Curtis).

“Climate Change: Science and Society provided me with an understanding of the causes and diverse

effects of climate change, and how it is an issue that straddles both nature and culture. This helped me in

preparation for the event as it gave me confidence that I knew I had a significant understanding of the

area which the workshop aimed to explore. The module also helped during the workshop as I had an

understanding of the scientific background of climate change, and I was also able to facilitate discussion

on the broad range of points raised by my group, such as economic influences, individualisation, and

moral dilemmas about responsibility” (Daisy Curtis).

“Climate Change: Science and Society enabled me to realise that the public have many barriers to

engaging with weather and climate change, limiting their participation or implementation of information and

actions suggested by scientists. The modules also made it clear that events, such as WAM, are vital at

informing the public and making head way to addressing key global and local issues” (Vicky Naylor).

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“Specific module content from Climate Change: Science & Society was mainly from the theoretical

frameworks to do with behavioural approaches of decision-making and the associated challenges with

public engagement with climate change. Studying Climate Change also meant that I had relevant

knowledge of the up-to-date legislation on Climate Change and associated discussions on ‘what next’ and

existing debates of political and academic cross-over. This module also gave me my foundational

understanding of what is happening to the climate in terms of science and the impacts of such

changes” (Noor Hamoudi).

“Reflecting back on modules such as Volatile Planet and Climate Change: Science & Society really helped

form viewpoints about the role of climate change on weather. The content and general discussions held in

the lectures were useful for developing debating skills that I applied in the workshop when talking with the

general public. Examples of module content useful for WAMfest were a theme called ‘The Social Science

of Risk’, a part of the Volatile Planet module, and the topic of ethics in climate change, from Climate

Change: Science & Society. It was interesting to hear different perceptions of climate change risk from

various members of the public, and how different experiences of risk have absorbed certain members into

learning more about local effects of climate change. Conversing with the public confirmed the basis of how

discourses found across academic literature were formed, for example the response of people exposed to

a risk and how their resilience changed accordingly. An elderly couple who attended the workshop, whom

had been impacted by the flooding in 2013/2014, had since invested in defence structures such as sand

bags to increase resilience to future flooding, whereas those who were not affected were more

lackadaisical. In addition, there was a strong belief that the government should be actively doing more to

prevent such occurrences from happening again; this topic was hotly debated in Volatile Planet when

discussing the management of risk” (Andrew McIntyre).

Above and bottom right: Flooding and the River

Barle Catchment & Social Learning for Community

Resilience, examples of co-production of

knowledges used in Geography teaching at the

University of Exeter (S. Barr and E. Woodley).

Top: Right: The popular Exeter Climate Change

MOOC which actively involves students from

Geography.

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“The modules I thought helped prepare me for this event were Volatile Planet and Climate Change:

Science and Society. As the workshop focused on the barriers that individuals face in trying to engage in

behaviours to help mitigate/adapt against climate change, the Volatile Planet module was particularly

useful in the way we had been introduced to uncertainty as well as the social science of risk by looking at

the psychometric paradigm and the socio-cultural paradigm. As I study Psychology too, my knowledge

gained from areas of this discipline was also useful in preparation” (Emma Thorogood).

The experience of co-organising and delivering the workshop

Preparation for the event

The organisation of a workshop at a public event of this nature is clearly a challenge because it

represents many ‘unknowns’, taking students out of the confines of a familiar learning environment. The

preparatory sessions were important in outlining the nature of the workshop as a co-productive learning

event. In this context, students were not being asked to learn material and simply present their findings,

but instead engage with the process of radical scientific method. This approach appreciates that specialist

knowledge is valuable, but that the experiences of individuals or communities is also a vital consideration

in understanding debates surrounding climate change. Since students taking part had different learning

experiences and were at different stages of their degree programme, the opportunities for peer learning

and support were extensive.

“The workshop was a fun exercise that I feel was a true success. Everyone seemed to work well as a

team, the variety of first, second and third years meant we all had different things to offer to the

presentation, the discussion and the efficiency of cooperating as a group” (Daneen Cowling).

“I felt the preparation sessions were more than adequate in terms of the co-organisation aspect. My role in

the workshop was going to be to write down the ideas of the participants as summarized by other

participants who were going to be having the conversations with the participants. I felt well prepared in

terms of being comfortable with my knowledge however I still felt somewhat apprehensive

beforehand” (Noor Hamoudi).

“The experience of co-organising and running the workshop was very valuable, as I had never done

something like it with members of the public before…I also really enjoyed working with the other students

to initially organise the workshop” (Eleanor Clement).

“The organisation of the workshop was easier to participate in than I expected. It was based around

something that I had confident knowledge in, with everyone taking on roles so that it would run smoothly.

This was also helpful in running the workshop, everyone had their own jobs and were good at adapting

and thinking on their feet. These skills are certainly something that I feel the workshop helped me to

develop a bit more” (Vicky Naylor).

Tackling anxieties

Whilst the preparatory sessions prior to the WAMfest aimed to address student anxieties surrounding

running the workshop, it is understandably the case that some students felt anxious during the workshop.

It is rewarding that the majority of participants reflected on their enjoyment of the activity, but it is also

important to acknowledge that such events present a significant challenge by taking students out of their

comfort zone and into an environment dominated by uncertainty. The nature of co-productive workshops

presents a heightened sense of uncertainty as their exact structure, the views of participants, and the

ways in which arguments develop, are largely unpredictable. It is therefore important to note the

determination of students in volunteering for such an activity.

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“Prior to the event, I was a bit worried about the logistics of the workshop as I was concerned about

attendance and the potential silences during discussions if participants didn’t have a lot to say. However,

I was very surprised and incredibly pleased that the event was such a success. I felt the participants

engaged well with the topic and provided an excellent insight into the different opinions and experiences

that people have had with the problems of communicating science” (Emma Wilson).

“Honestly, I found the workshop nerve-wracking, as I haven’t had experience of doing that kind of thing

much before. However, I am continuing to further my skills in this area, and WAMfest has been a useful

piece of experience” (Anonymised comment).

Learning from co-producing knowledges

“Running the workshop as chair was a rewarding experience, and one that yielded great discussion on

how we act on climate change, as individuals and as a collective. The group all contributed with

meaningful and thought-provoking points, which allowed the session to run smoothly and helped me out

as chairperson! Because the group was so diverse, there was little surprise that the range of answers to

any questions I had was broad, and that the answers would vary between different generations” (Andrew

McIntyre).

“The workshop itself went very smoothly. The group with which I was discussing ideas about climate

change and barriers to acting against climate change, were very engaged with the content and readily

provided their insights. The individuals in the groups drew on both their own experiences as well as

information they had read in books such as ‘Collapse’ by Jared Diamond. I found this mixture of

experiences and learnt information interesting, as it showed a varied understanding of the topic, and

stood out to me as it demonstrated how different knowledges are amalgamated to form one person’s, or a

group of people’s understanding about a topic. The facilitation process also reinforced to me the extent

that different people’s understanding about climate change is varied. Although, the people present at the

event were actively engaged in learning about climate change and its impacts as they had chosen to

attend such an event, it was interesting to see how they had similar views about certain aspects, such as

what constitute the common barriers to acting against climate change, and also their differing views about

why such barriers might have developed” (Daisy Curtis).

Above:Daneen Cowling, Eleanor Clement, Andrew McIntyre & Liam Taylor at the student-led workshop.

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“The workshop participants in general seemed to enjoy the opportunity of communicating with each other

and having open conversations about their opinions on how we can act on climate change. There was a

very nice atmosphere in the room whereby participants and volunteers alike clearly felt they could

express open and honest opinions and have these opinions valued…From this experience I learnt the

value of listening to what people have to say. I found myself enjoying hearing other people’s contributions

and comparing them to my own but only after hearing what they had to say first. In this environment it

gave me the opportunity to develop my own ideas and even question what I already assumed to be

true” (Noor Hamoudi).

“I was surprised by how engaged and involved the participants were, and this made the session easier to

run than I expected as they all came with ideas and were willing to voice them. However, this also

presented a challenge as it meant there was the issue of not swaying mind sets, and people talking over

others in order to get their point of view across” (Annabel Buckland).

Reflections on climate outreach

“As is often the case with such events, we were perhaps "preaching to the converted", and I would have

liked to see more people who perhaps had not thought about such ideas before coming along to the

event. This is one challenge I think all those fighting to highlight environmental issues face, and not an

easy one to solve!” (Louise Treneman).

“The experience was eye-opening! I hadn’t anticipated how the subject of Climate Change can deliver

such powerful emotions within people and how this can give a participants ‘tunnel-vision’ towards hearing

other viewpoints, especially from fellow audience members. However, this is very unlikely to be a true

representation of the general public’s opinion as this was an advertised event about Climate Change and

the seminar was described as an interactive activity” (Liam Taylor).

Above: Annabel Buckland, Emma Wilson & Liam Taylor at the student-led workshop.

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Employability: how did the event enhance skills and competencies?

An analysis of student reflections shows that WAMfest contributed positively to student skills and

competencies, many of which were of benefit in their academic studies and also in enhancing

employability potential.

Degree programme applications of new knowledge and understanding

“WAMfest helped me to further develop an understanding of the co-production of knowledge which I was

able to draw upon during my practical exam for Volatile Planet. The process of understanding how to hold

a workshop event that was not an ‘expert’ relaying their knowledge to the ‘lay’ publics, and understanding

how people can react to situations where they are included in discussions rather than seen as a ‘sponge’,

meant that I was able to engage with the literature more easily in preparation for the exam. Some of the

elements of the presentations, which I chose to also attend during the event, related to the Volatile Planet

module content. Being able to see how this content was presented in both an academic setting where the

lecturer is educating university students, and a setting which is open to the public, and therefore engaging

with a more diverse range of people and knowledges, enabled me to gain an understanding of how

information is effectively translated into non-academic settings. This has therefore enhanced my

understanding of how academic work can be communicated in different ways and made more

accessible” (Daisy Curtis).

“The process of gaining an experience of how the co-production of knowledge is used during workshops

has meant that I am confident I have an understanding of how this approach works in practice. This

allowed me to incorporate elements of my experience during some of my sessions for the RGS

Geography Ambassador Scheme. In two sessions I ran with year nine students, I encouraged them to

develop an understanding of the co-production of knowledge, and we discussed the practicality of such

workshops based on their awareness of flooding. My involvement in the WAMfest workshop meant that I

could relate the sessions to a concrete example and answer pupils’ questions about such a process. My

experience at the WAMfest, specifically co-running the workshop, helped me to develop a different type of

session for the Ambassador Scheme, where I could discuss the co-production of knowledge with year

nine pupils in a way that they found engaging and help them to understand the relevance of such

ideas” (Daisy Curtis).

Confidence in teamwork and effective communication

It is clear from the student reflections that the volunteers felt that WAMfest allowed them to develop or

enhance key employability skills. Most of the students stated that the nature of their involvement

engendered a higher degree of confidence in planning such events and understanding the ways in which

effective discussions can develop. Students identified two key areas where they felt their confidence had

improved: communication and teamwork. It is reassuring that a number of students recognise the value of

these achievements within the context of employability and heartening that several volunteers have made

direct links between these skills and their success in securing jobs.

“I think WAMfest gave me a chance to see that it is possible, without much time, to pull together a group of

people and successfully engage others with problematic issues. It gave me confidence that it is possible,

and quite easy in some respects, to engage others with issues I feel strongly about, which is an

empowering feeling that I am trying to take with me as a travel through the uncertain waters of graduate

life! I have recently begun an internship with the Devon Biodiversity Record Centre, part of the Devon

Wildlife Trust, and believe that the confidence and skills I built up through volunteering at events, such as

WAMfest, really helped me to show I would be capable and passionate about the project I am working

on” (Louise Treneman).

“WAMfest gave me a chance to use skills that I’d developed as part of my course (presentation skills,

facilitating group discussions, team work etc) and apply them to a real world scenario. This will also give

me a great opportunity to talk about these skills in interviews or when demonstrating my knowledge on

application forms. I’ve already applied this to (successfully) getting a job this year!” (Liam Taylor).

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“The WAMfest has significantly enhanced a range of skills. So far I have used it in every job application as

an example of confidence, leadership, facilitating a discussion and explaining information to a diverse

audience. I feel the event has really given me an advantage when competing for a job” (Daneen Cowling).

“WAMfest did increase my confidence, and I think experience of this event will be transferable into a

workplace, and therefore a valuable skill to be able to talk about in interviews or a CV, and then use in a

job” (Annabel Buckland).

“I feel that by taking part in this event I have been able to develop myriad social skills and competencies.

During the workshop, I was exposed to a completely new environment where I had to think on my feet and

adapt quickly to changes in the discussion. Also, I feel this experience improved my self-confidence as I

had to work as a group with people I had never met before in order to ensure the success of the session.

Moreover, it has further developed my ability to interact and communicate with the public” (Emma Wilson).

“I feel being involved in WAMFest helped strengthen my teamwork skills” (Emma Thorogood).

“I think that WAM has really improved my confidence in interacting with people that I don’t know, on both

personal and academic levels. I was expected to be able to help people and discuss with them in different

settings, pushing me out of my comfort zone, but benefiting me in the long run. Furthermore, WAM

helped me to build on and enhance relationships that I already had in geography and with the other

volunteers and lecturers” (Vicky Naylor).

“For me, WAMfest was a wonderful experience. It gave me the opportunity to enhance my communication

skills, leadership skills and also allowed me to gain confidence in my own opinions and knowledge and

also my ability to talk to people I do not often find myself having conversations with. Through this then I

feel now I am more competent in communication and articulation. In terms of employability, I feel like my

involvement with WAMfest illustrated my commitment to wanting to further my engagement with my

studies and shows I am pro-active in achieving this” (Noor Hamoudi).

“WAMfest not only helped me gain new knowledge about weather and climate change, it also gave me a

chance to express my opinion. Engaging in the debate with leading academics gave me confidence to do

something similar again. Furthermore, chairing a workshop developed my speaking skills, such as clarity

of voice and projection, as well as how I structured my answers in response to questions or opinions

expressed by the public. As a result, I believe my employability opportunities are improved thanks to

WAMfest. I would highly recommend anyone to go along and get involved with the debates and

workshops, as I feel that promoting the science behind climate change and weather is vital and an ever

increasing field for employability”! (Andrew McIntyre).

“Being involved in WAMfest, and in particular running the workshop, greatly increased and enhanced my

skills. I was a bit apprehensive about running the workshop at first as I didn’t really have any experience,

however through doing the workshop my confidence and leadership skills have improved, thus making me

more employable and improving academic skills such as presenting” (Eleanor Clement).

Above: Climate Change Question Time.

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Overall student reflections of WAMfest

“This event was a fabulous opportunity to learn more about a topic that I am passionate about and

develop myriad skills which will be very useful in later life. I thoroughly enjoyed being part of this festival

and would love to see more events like this around campus in the future” (Emma Wilson).

“I personally feel events like this are extremely important, as they can be used to communicate complex

ideas about extreme weather and climate change to the general public. By combining this with the arts

and music this can make the idea of talking about the ‘unspeakable’ idea of climate change more

accessible. I have not seen or heard of another event similar to this one, and I hope that it

continues” (Liam Taylor).

“Throughout the event, both the main organisers and Ewan Woodley and Stewart Barr, made me feel

valued and a significant part of the event, which added to my enjoyment of the day. If I ever organise a

similar event, I will aim to replicate such an experience for anyone who is involved. WAMfest was a great

learning experience about how such an event is run, and how to hold a workshop incorporating ideas of

co-production of knowledge. However, I think the reason WAMfest was so successful is because the

whole experience was great fun and everyone involved seemed to be enjoying themselves” (Daisy

Curtis).

“The event was great fun and I loved every second of it. I met some fantastic people that work so hard in

bridging the gap between the public and scientists. It was a unique experience, that I am extremely glad

to be part of and would love to do again if the opportunity arose” (Vicky Naylor).

“I would just like to add in reflection that my WAMfest experience was extremely positive and I am very

thankful that I had the opportunity to be involved in the event. Events like this are normally ones that we

are invited to attend, not be involved in and therefore this opportunity was unique and I would encourage

other students to take opportunities like this wherever they can” (Noor Hamoudi).

Above, left to right: Dr Ewan Woodley, Daneen Cowling, Emma Wilson, Annabel Buckland, Eleanor

Clement, Andrew McIntyre, Noor Hamoudi, Emma Thorogood, Daisy Curtis, Vicky Naylor & Prof.

Stewart Barr.

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“Thanks to everyone who took part in WAMfest and an even bigger thanks to Ewan Woodley and Stewart

Barr for assisting us, the students, in preparing for the event. We all thought the whole experience was

rewarding for everyone involved, and that is largely thanks to dedicated and passionate academics such

as Ewan and Stewart. Hopefully WAMfest will return to the University of Exeter soon”! (Andrew McIntyre).

“A successful event. If it runs again, perhaps it would be even better to have more than one workshop

similar to the one we ran, as participants clearly liked the idea of participating in discussion, and being

able to communicate their opinions” (Emma Thorogood).

“In my opinion, WAMfest was an incredibly successful event that benefited those who visited. I think that

more similar events should take place in order to engage the local community in weather and climate

change, as I think it would be beneficial for more people to be able to hear from the diverse range of

professionals that were present at WAMfest” (Eleanor Clement).

"The plain fact is that the planet does not need more successful people. But it does desperately need

more peacemakers, healers, restorers, storytellers and lovers of every kind. It needs people of moral

courage willing to join the fight to make the world habitable and humane. And these qualities have little to

do with success as we have defined it" ~ David W. Orr, Ecological Literacy: Educating Our Children for a

Sustainable World.

“The quote above was shared with me recently, and I think it is relevant to the ethos and sentiment that

we need to try and embrace as we strive to highlight environmental issues through events such as

WAMfest. We need more events that look to alternative ways of bringing these issues to light, and I think

WAMfest was a very good example of how we can engage people through means that are not purely

presenting knowledge from the 'ivory tower of science' and expecting people to just take it on board and

begin to act. Engaging with the artistic, creative side of human nature is very important if we want people

to really connect with the environmental issues we are facing today, and those, currently unknown, we will

face in the future” (Louise Treneman).

Above: The WAM Extreme Weather Event programme.

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Acknowledgements

The authors would like to thank the University of Exeter and Prof. Peter Cox for providing support and funding for

this event through the Climate Change and Sustainable Futures Science Strategy of the University of Exeter and

Pierrette Thomet Stott (Chair of WAM and event organiser) and Prof. Peter Stott (Secretary of WAM) for their role in

designing and directing the activities for the WAMfest.

The WAMfest would not have been possible without significant contributions and support from Geography and

Physics at the University of Exeter, Event Exeter, the Met Office, the Royal Meteorological Society, the Institute of

Physics, Double Elephant Print Workshop, Exeter City Council and Exeter Phoenix.

The authors would also like to thank the following individuals for their contributions to the WAMfest: Prof. Neil

Adger, Prof. Liz Bentley, Prof. Richard Betts, Clare Bryden, Andy Coles, Prof. Mat Collins, Dr Helen Czerski, Dr

Robert Dunn, Rosie Eade, Felicity Liggins, Fiona Lovell, Prof. Paul Hardaker, Dr Matt Hawcroft, Rosie Hawkins,

Pete Hodges, Amanda Sabin, Prof. Dame Julia Slingo, Alice Wimberley, Paula Youens. Many others helped to

make this event happen and the authors are grateful for their support and involvement.

The authors would also like to thank the Met Office Choir, under the direction of Stephen Moseley.

© University of Exeter (2017)

The WAM Extreme Weather Event Programme - Text by Pierrette Thomet Stott, design, layout and production by

the University of Exeter Design Studio. Particular thanks go to Andy Coles for the programme design.

Photographs © by page number: cover and back: common.wikimedia-public domain images, 2: P. Thomet Stott, 3:

P. Thomet Stott & E. Woodley (re-used from WAMFest website), 4: P. Thomet Stott, 7: P. Thomet Stott, V. Naylor,

Twitter, Inc., 9: E. Woodley, S. Barr, University of Exeter, 11,12,14, 15: E. Woodley, 16: P. Thomet Stott & Royal

Meteorological Society.

The University of Exeter warrants that all reasonable skill and care has been used in preparing this report. Not

withstanding this warranty, the authors and University of Exeter shall not be under any liability for loss of profit,

business, revenues or any special indirect or consequential damage of any nature whatsoever or loss of anticipated

saving or for any increased costs sustained arising in any way whether directly or indirectly as a result of reliance on

this report or of any error or defect in this report.

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