BLUESCITIES D5 2_final

D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Deliverable Title
D5.2 The Citizens engagement guidelines
Deliverable Lead:
REDINN
Related Work Package:
WP 5: Stakeholder engagement and International Networking
Related Task:
T5.2 Citizen engagement (Smart City networks and waste management
experts)
Author(s):
Nicola Tucci
Dissemination Level:
Public
Due Submission Date:
31.08.2015
Actual Submission:
31.08.2015
Project Number
642354
Instrument:
Coordination and Support Action
Start Date of Project:
01.02.2015
Duration:
24 months
Abstract
BlueSCities will organize Science Cafés and Prizes for Schools in the
four case-study cities of WP 3, Athens, Helsinki, Istanbul and Genoa
and will then disseminate the experience to other municipalities and
organisations within a broader philosophy of citizen awareness and
engagement. In the following pages will be described the methodology
that will be adopted to engage stakeholders during these events: this
deliverable will represent a collection of practical tips for the organizing
partner of each single science café and each single prize for school
pupils that will be delivered in the four above mentioned cities.
Project funded by the European Commission as part of the EU Framework Programme for
Research and Innovation
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Table of Contents
Executive Summary ........................................................................................................................ 4 1 BlueSCities Events .................................................................................................................... 5 1.1 Municipal Council Engagement ............................................................................................ 5 1.2 Science Cafés .......................................................................................................................... 5 1.2 Prizes for Schools .................................................................................................................... 6 2 Science Cafés Guideline ........................................................................................................... 6 2.1 Summary ............................................................................................................................... 6 2.2 Audience ............................................................................................................................... 6 2.3 Goals ..................................................................................................................................... 9 2.4 The Agenda ........................................................................................................................ 10 2.5 The topics ........................................................................................................................... 12 2.6 Tips for Organization ........................................................................................................... 12 2.7 Tips for Choosing a Venue ................................................................................................. 13 2.8 Tips for Marketing a BlueSCities Science Café .................................................................. 13 2.9 Tips for preparing Speakers ................................................................................................ 14 2.10 Additional resources ......................................................................................................... 14 3 Prizes for Schools Guideline .................................................................................................. 15 3.1 Competition and Education ................................................................................................. 15 3.2 Who involving into the competition and when the competition will take place .................... 15 3.3 Determining the winner ....................................................................................................... 16 3.4 Judges and Prizes .............................................................................................................. 17 3.5 Publicity and Construction of Exhibits ................................................................................. 18 3.6 Evaluation of the competition by the students .................................................................... 18 3.7 Subsequent local policy actions .......................................................................................... 19 4 Annexes .................................................................................................................................... 21 4.1 Letter for obtaining Judges ................................................................................................. 21 4.2 Letter of acceptation ........................................................................................................... 21 4.3 Final reminder to Judges .................................................................................................... 21 4.4 Instructions to the Judges ................................................................................................... 22 Page 2 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Versioning and Contribution History
D5.2 CEG V0.1 – REDINN (Nicola Tucci) 31.08.2015
D5.2 CEG V0.1.1 – REDINN (Leonardo Piccinetti) 02.09.2015
D5.2 CEG V0.2 – REDINN (Nicola Tucci) and CTM (Richard Elelman) 08.09.2015
D5.2 CEG V1.final – REDINN (Nicola Tucci) 11.09.2015
Page 3 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Executive Summary
Citizen awareness and their active engagement in environmental policy at local and regional level
is recognized as an essential element in contemporary policy-making circles. The natural habitat of
the locally-elected political representative and the municipal civil servant is one which permits
these agents to initiate and consolidate a frequent and intensive dialogue with citizen stakeholders
interested in the environmental sectors and/or specific issues to be addressed, whether they be the
employment of smart city technology in order to better prepare for a sustainable community,
renewable energy production, increased energy efficiency, the reduction of CO2 emissions, the
increase in water management efficiency, effective waste management, or the creation of more
sustainable public transport systems, to name but a few. Every conceivable type of stakeholder
can be contacted and more importantly, actively involved in policy development whilst addressing
local idiosyncrasies via the administration in question. BlueSCities will actively engage these
institutions in order to reach a far wider audience.
The concept of Science cafés is not new, but they are undeniably effective at involving and
communicating with people who otherwise would have little opportunity to learn of the activities of
the BlueSCities project partners.
A Science café is an informal workshop organized locally whereby experts supplied by the project
give a user-friendly introduction to a public who are generally ignorant of water and waste issues
within a Smart-City approach. In a relaxed atmosphere, debate and questions are encouraged.
BlueSCities will organize such events in the four case-study cities of WP 3, Athens, Helsinki,
Istanbul and Genoa and will then disseminate the experience to other municipalities and
organisations.
The methodology of Science cafés will also be applied to schools. Didactic presentations
concerning BlueSCities will be prepared for school students aged between 11 and 16. The
schools, contacted by the municipal administrations of both the case-study cities and cities who
have completed the City Blueprint will after the Science café experience encourage the students to
prepare a project on the subject. The best project will receive a prize.
In the following pages will be described the methodology that will be adopted to engage
stakeholders during these events. This deliverable will represent a collection of practical tips for the
organizing partner of each single Science café and each single prize for school pupils that will be
delivered in the four above mentioned cities.
Furthermore, the work conducted in the four case study cities will then be employed to suggest
subsequent citizen-orientated measures.
Page 4 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
1 BlueSCities Events
The main objective of WP5 is to help position BlueSCities - the Blueprint for Smart Cities project in the arena of international and policy activities related to management and innovation on water
resources and related waste issues in urban settings worldwide. The idea is to provide the project
with appropriate visibility, to support the consortium in enlarging a relevant network of international
contacts with other strategic activities and to link the Smart Cities EIP developments on water and
waste integration to local or international initiatives, hopefully reinforcing their impact within a
coordinated approach based on the priorities identified by the EIP Smart Cities SIP (Strategic
Implementation Plan). This should in turn maximise the impact of the action, paving the way for
collaborations beyond the boundaries of the European Union and mainstreaming the water and city
themes into larger stakeholder and policy circles. An important ambition is to also establish water
within the consciousness of citizens and city leaders as a critical Smart City component and as an
aspect, which has an essential role in urban health and quality of life.
1.1 Municipal Council Engagement
The municipal councils will be approached and the BlueSCities project presented to local
administrative agencies as a support mechanism to local water and waste awareness policy
implementation. The BlueSCities consortium will organise in collaboration with the authorities in
question a conference and press conference so as to publicise the intention to establish both
Science cafés and Prizes for schools as well as underlining the important role of the local
institutions
The emphasis at this stage will be placed on the necessity for public participation and the benefits
both for the citizens and the local councils in question. Science cafés and school actions will then
be organised accordingly.
Expected results will be Municipal participation in the BlueSCities action, especially in relation to
the involvement of an appropriate number of schools, their presence in the science cafés and their
willingness to proceed with subsequent citizen-orientated actions
1.2 Science Cafés
Water is under-represented and unappreciated as a vital component to healthy and happy cities. It
is all too often segregated in the minds of citizens and city governors into disconnected entities. It
may be a simple utility for supply; a problem (e.g. wastewater and flood waters); sometimes an
amenity (e.g. water features in parks, leisure use of rivers, etc.); and perhaps a vital transport
component (e.g. import/export of goods via waterways, river taxis). It may only receive widespread
appreciation when there is water scarcity or a contamination incident. All of these subject areas are
linked through responsible water and waste management. An important aspect of citizens’
engagement will be to get them to understand and appreciate the interconnection of water into so
many aspects of city life. As already pointed out above, a Science café is an informal workshop
organised locally whereby experts supplied by the project give a user-friendly introduction to a
public who are generally ignorant of water and waste issues within a Smart-City approach. In a
relaxed atmosphere, debate and questions are encouraged and, therefore, different stakeholders
can be engaged in the debates. In the following chapter some useful and practical tips will be
explained so that organising partners can maximize the results, collecting information and
contributions from experts and stimulating citizen engagement beyond those professionally or
politically involved in water governance at a local level.
Page 5 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Expected result of BlueSCities is to organize between four and eight Science Cafés.
1.2 Prizes for Schools
How can one promote discussions about water and waste integration within a Smart Cities
approach and how can one engage the local community?
With proactive support of experts from the consortium, each of the 4 organising partners will be
able to promote, locally, prizes for school pupils and in this way help the BlueSCities project to
disseminate its objectives..
It will identify synergies in accordance with the Smart City context and complement other priority
areas such as energy, transport and ICT. It will seek to contribute to the achievement of the 20-2020 objectives. Placing emphasis on local solutions for global issues, BlueSCities seeks improved
public engagement and enhanced decision-making processes at all political levels based on
scientific knowledge and adequate social and economic awareness.
Prizes for School Pupils will be organised and will be focused on activities about water. In
paragraph 3, as in paragraph 2 for Science Cafés, practical guidelines on how to structure local or
regional competitions will be provided through the intervention of the municipal authorities.
Expected result of BlueSCities is to organise between three and six school competitions.
2
Science Cafés Guideline
2.1 Summary
A Science Café is an event that brings scientists and the public together in an informal setting
lsuch as a restaurant, pub or coffee shop.
Science Cafés are happening all over the world and have many different formats. Some are
lectures with audience-guided questions and answers, some have a moderated discussion
between the scientist and the audience, and some focus more on round-table discussion. There is
no right or wrong way to put on a Science Cafe, and each organizer is free to design theirs based
on their goals and what their audience likes.
A main feature of a Science Café is that is held in a public place other than in the host university or
institution. Bringing a science discussion into an informal venue, such as a restaurant or a pub, is
useful for making the audience feel comfortable to discuss the topic at hand and ask questions – it
can be seen as much less threatening and there are fewer barriers between the public and the
expert. Hosting the event in a restaurant is also a great way to reach new audiences not already
involved in science. People who might not come to a lecture at a university are often more likely to
attend one in a bar or cafe, and there is the added benefit of potentially drawing in people who are
already at the venue socially.
Though there is no one right (or wrong) way to run a Science Café, this part of the deliverable will
give some basic information that will help organising partners define their own goals and figure out
how to get started.
2.2 Audience
Depending on the goals of the hosting organisation, a Science Café can appeal to all ages.
However, many Cafés target an adult audience, and the events are therefore held in a venue that
fits that demographic factor, such as a bar or a restaurant.
Page 6 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
For example, the Scuola Superiore Sant’Anna (Pisa – Italy) runs several Science Cafes in Pisa.
The following data was collected and summarised from 6 events in 2009:
• Average age of Science Cafes participants: 44 years old.
• Women make up approximately 60% of the audience; men make up approximately 40%.
DAL
4 GIUGNO,
AL SANT’ANNA
SCIENCE
CAFÉ,
I RICERCATORI
RACCONTANO
LA RICERCA.
SEI SEMINARI DIVULGATIVI SEGUITI DA MUSICA E DEGUSTAZIONI DI PRODOTTI TIPICI.
4 giugno
Alberto Pirni: “Società contemporanea e sfide
della convivenza: il ruolo della filosofia politica”
11 giugno
Claudio Passino: “Sport e malattie cardiovascolari:
istruzioni per l’uso”
18 giugno
Marco Grazzi: “Dall’economia le coordinate
per interpretare la realtà”
www.sssup.it
25 giugno
Pietro Valdastri: “Frontiere della robotica
endoluminale: viaggio allucinante nel corpo
umano”
2 luglio
Emanuele Ruffaldi: “Ambienti virtuali per
il canottaggio: dal virtuale al reale”
Con il patrocinio
dell’Assessorato
Cultura del Comune
di Pisa. Iniziativa
inserita nel Giugno
Pisano
9 luglio
Gabriele Bolognini & Telecommunication team:
“Le fibre ottiche raccontano”
Scuola Superiore Sant’Anna, in Piazza Martiri della Libertà 33 a Pisa, ore 21.15
Ideato da Debora Angeloni, organizzato da Debora Angeloni e Gabriele Bolognini
Degustazioni offerte da: Società Agricola SATOR, Azienda Agricola Costa al Bagno, Azienda Pieve de’ Pitti, Consorzio Produttori Olio delle Colline Toscane,
Fattoria Varramista, Caseificio Busti, De Bondt cioccolato originale
Cartellone musicale a cura del Cinema Teatro Lux
Fig.1: The flyer of the Science Cafés organised in Pisa, Italy by www.sssup.it
Page 7 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Fig.2: The invitation (front A) of the Science Cafés organised in Pisa, Italy by www.sssup.it
Page 8 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Fig.3: The invitation (front B) of the Science Cafés organised in Pisa, Italy by www.sssup.it
Regarding BlueSCities Science Cafes, the expected average age is 45 years old and, in terms of
distribution between men and women, a percentage of 50-50 is expected.
2.3 Goals
There are many different reasons to host a Science Café. Taking into account the Description of
Work (DoW) of the project, here are the objectives for BlueSCities:
•
Provide an opportunity for adults in the community to learn about science.
Page 9 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
•
Attract new audiences who are not already involved in science or with the host
organization.
•
Increase the host organization’s relevance in the community. This can be true for both
academic and non-academic institutions.
o Non-academic institutions can be seen as places for children, families and adult
audiences; perception can be expanded by organizing an event aimed at academic
audiences.
o Academic institutions are often seen as inaccessible; by hosting an event that is
open to the general public, an institution can be more inclusive and let people know
what kind of research is going on in their local communities.
•
Add to a host organization’s visitor, membership, and/or donor base.
•
It is a pathway to collaboration between institutions, universities and companies.
•
It can strengthen ties in the community, open up grant partnership opportunities, and
increase visibility.
•
Provide add-on events to create publicity for host organization’s features or traveling
exhibits. For example, host a Science Café on some aspect of Waste and Water during
events of ICT4WATER Cluster the four other HORIZON 2020 projects known collectively
as ICTWATER 4a.
•
Create an atmosphere where the public cannot only learn from scientists, but scientists can
learn from the public as well.
•
Show that learning about science can be fun!
One of the key features of a Science Café is that it has to be held in an informal setting such as a
restaurant, bar or café. It has been shown that audiences respond to the relaxed atmosphere and
may be more likely to interact with the speaker and each other in such a location.
Here are a few example answers to the question “What did you like most about the Science Pub?”
• “The opportunity to learn in depth scientific information in an informal setting delivered with a
sense of humor” [Eugene Science Pub evaluation, July 10, 2008]
• Beer + science = Fun x 103 [Eugene Science Pub evaluation, May 8, 2008]
• “Subjects and discussions, followed by availability of adult beverages [Portland Science Pub
evaluation, April 28, 2008]
• Quality presentation, fun & relaxed environment [Portland Science Pub evaluation, February 18,
2008]
• The entire thing, especially being able to eat good food and hear a good lecture. [Eugene
Science Pub evaluation, April 3, 2008]
2.4 The Agenda
There is no one set agenda for a Science Café. What follows are three suggestions for possible
agendas, though each Café organiser in Athens, Genoa, Istanbul and Helsinki should feel free to
modify the event based on audience needs, venue and time limitations as well as programme
goals.
Page 10 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Agenda Option #1 – Lecture with Questions & Answers (Q&A)
~2:00 hours
Welcome and introduction: 5-10 minutes
Science Café organizer introduces program and speaker. This can be anything from a few brief
sentences to a longer description of what to expect from the evening and an in-depth bio of the
speaker.
Presentation: 30-40 minutes
The speaker presents his or her topic.
Q&A: 40-60 minutes
The speaker takes questions from the audience. The Science Café organizer can moderate the
Q&A or not.
Farewell: 5 minutes
Café organizer thanks speaker and ends the program.
Agenda Option #2 – Moderated discussion
~ 1:00 hour
Welcome and introduction: 2 minutes
Café organizer welcomes crowd, very brief introduction of speaker.
Presentation: 5 minutes
The speaker gets a very short time to give a quick teaser to his or her work and to inspire
questions.
Moderated Q&A: 50 minutes
The bulk of this kind of Café is set aside for questions and interaction between the crowd and the
speaker.
Agenda Option #3 – Roundtable discussion
~ 1.5 hours
Welcome and introduction: 5-10 minutes
Science Café organizer introduces program and speaker.
Presentation: 30 minutes
Speaker gives short talk on his or her topic.
Break: 10 minutes
Round-table discussions: 30 minutes
Time for questions and discussions between audience members around their individual tables,
possibly moderated by Café organizer or speaker. Could be an opportunity for audience members
to come up with questions to ask the speaker.
Q&A: 30 minutes
Speaker answers questions that were discussed by the table groups.
Farewell: 5 minutes
Café organizer thanks speaker and ends the program.
Page 11 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
2.5 The topics
Any waste and water topic can be chosen, depending on Science Café organiser’s preference or
speaker’s expertise. Taking into account the DoW of BlueSCities and the documents published on
the BlueSCities website, Science Café organisers should also consider topics relevant to the local
communities.
2.6 Tips for organisation
Science Cafés can be carried out as one-time events, or can be organized on a weekly, or
monthly basis . If they are organized as a series of events, it will be helpful to have scheduled at
least one or two in advance so that the organising partner can advertise the next event and build
momentum.
•
The Organising partner should take into account that the Science Café can be used as an
opportunity to advertise or market other events. For example, put out flyers for other events
hosted at the institution, or mention them in the introduction or farewell.
•
It may be helpful to have some sort of icebreaker at the beginning to get the audience in the
right frame of mind. One method of doing this is to create a brief trivia quiz with questions
that relate to the event’s topic (See below for trivia question examples).
•
Some Science Cafés use PowerPoint presentations, and others forbid their use in order to
add to the informality of the event. It is up to the individual Café organizer to make that
choice, though if PowerPoint is used, make sure to arrange the equipment (projector,
computer or screen) with the venue in advance.
•
Some Science Cafés use a short video clip as part of the introductions or speaker
presentation. They can be a useful tool to give specific information succinctly but make sure
the venue has the appropriate equipment to play the clips.
•
Be aware that these kinds of events are happening all over the world and are very popular
– some Science Cafés in larger cities get 150+ people or more at each event. It is helpful to
decide in advance how many people to attract to each Café, since that will affect which
venue has to be chosen, how to advertise and what kind of agenda or format to employ.
For example, a Café that focuses on round-table discussions may be most effective with a
smaller group, therefore a smaller venue can be used and the marketing can be targeted to
a more select audience. On the other hand, if the goal is to reach as many people as
possible, a lecture and Q&A type event may serve better and the event can be marketed
more aggressively, but a bigger venue will be needed (bear in mind that doing a series of
Science Cafés, the audience’s needs and goals may change, and marketing methods,
venues, or agendas should be shifted to match.
•
It may be useful to attend an existing Science Café (if there is one nearby) to have a better
understanding of how they work.
•
Decide if funds to provide a stipend or honorarium for the speakers will be available or not
(most Science Cafés do not offer any payment.). Many speakers are glad for the
opportunity to discuss their work with new people and some may even have grant
requirements for educating the public, which could be partially fulfilled by speaking at a
Café. Even if funds to pay a speaker are not available, it is a pleasant gesture to buy him or
Page 12 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
her a drink or food (when appropriate) and some host institutions send a note or a gift
membership as a thank you afterwards.
2.7 Tips for Choosing a Venue
Before choosing a place to hold the BlueSCities Science Café, think about what kind of audience
the workshop are trying to attract.
•
Adults want to be reached? Consider hosting the Science Café in a bar or restaurant that
serves alcohol.
•
Young adults or families want to be reached? Consider hosting the Science Café in a
bookstore, coffee shop or pizza place.
•
Do we want to build a repeat audience and/or have everyone in the place paying attention
and participating in the Café? Consider hosting the Science Café in a venue that has a
separate room or space off to the side.
•
Do we want to attract brand new audiences? Consider hosting the Science Café in a venue
that has an open room for everyone so that even people there for their own social reasons
can participate if they wish.
•
Ask a prospective venue if they will waive any room fee as either an in-kind donation to the
host organization or because the Science Café will bring in patrons. Consider hosting the
Science Café on a night when the venue would otherwise not be busy, that way we can
increase their revenue and not interfere with their regular customers. In some cases,
depending on how many people come to the Science Café and how often they are held, it
is possible to work a deal with the venue to pay the host organization or split profits.
•
Make sure the venue has the appropriate audio/visual equipment, such as a microphone
and speakers, projector and screen (if using PowerPoint), etc. If they are not available at
the venue, the organizing partner may need to bring its own equipment.
•
It may be helpful to find a venue that already has live music or other performances so that
the Café can be included in their existing advertising methods (web calendar, flyers, etc.).
2.8 Tips for Marketing a BlueSCities Science Café
•
Marketing a Science Café can be very cheap, and there are plenty of ways to get the word
out without paying for advertising. There is a cost associated with the time it takes to write
the promotional text, creating a web page, posting information online, or creating flyers, but
depending on the host organization’s budget, it can either be very simple or very elaborate.
•
If the goal is to increase adult participation, the host organization’s existing marketing
methods may be used such as posting it on the website, sending it out to the member or
donor email list, and putting flyers out for visiting public.
•
If the goal is to reach new audiences as well, the organizing partner should want to branch
out into other methods of marketing, such as:
o Posting on partner consortium websites
o Posting information on local event websites
o Creating a presence on Facebook or another kind of networking website
o To send out a press release
Page 13 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Ask the venue to include information on their calendar or website
Ask the speaker or speaker’s organization to send out an email
Post flyers
Partner with organizations with similar interests to do cross promotion. For example,
if the topic is on how innovative technologies may be used to clean up pollution in
waterways, send a notice to local kayaking clubs, local conservation groups, or a
local marina or boater organizations.
It may be useful to create a mailing list and send out a reminder email a week in advance of the
next Café. Emails can be gathered in several ways: from existing lists from the host organization,
ask Café attendees to sign up and post a mailing list sign-up link on the Café’s website.
o
o
o
o
2.9 Tips for preparing Speakers
Most Science Cafés do not pay their speakers, while ones in the United Kingdom and elsewhere
do have a stipend or honorarium. Whichever will be decided, make sure that is clear with the
speaker up front.
•
It is a good idea to prepare the speaker for what may be a very different kind of venue than
he or she is used to. Make sure that the speaker is aware of the setting, and encourage
informality and humor. One of the goals of a Science Café is to demystify science, and part
of that is showing that scientists are people too.
•
Not everyone will make a good Science Café speaker. Some scientists are uncomfortable
with the informal nature of the event and that discomfort will show through in their
presentation. If possible, have an in-person or phone conversation with the speaker to
gauge their adaptability to the format. Be aware that some potential speakers may need a
bit more coaching or reassurance.
•
Encourage the speakers to repeat the audience questions so that everyone can hear what
was asked.
•
If the goal of the Science Café is to engage non-scientists and if speakers are allowed to
use PowerPoint, the Café organizer may want to encourage them to limit the number of
graphs, data sets, equations and other scientific notations.
•
A cut-off cue with the speaker may be arranged, so he or she knows when time is up, like
“we only have time for two more questions”.
2.10 Additional resources
As mentioned above, there are many Science Cafés happening all over the world. (In fact, the
Science Café idea was started in the UK.) Listed below are two useful websites for more
information on how to start and run a Science Café and how to find other organizers to talk to but
many other can be found at local and regional level to acquire more useful information:
www.sciencecafes.org/
www.cafescientifique.org/
www.omsi.edu/sciencepub
Page 14 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Interactions with ongoing initiatives are welcome and have to be supported like with the following
initiatives/projects: ClimateKIK1, EIP Water Conference2, Global Compact Cities Programme3.
Evaluation resources :
NOVA scienceNOW commissioned an evaluation report that surveyed Science Café organizers,
presenters and audience members. This report covers issues such as a Café’s perceived
effectiveness and influence. It is available online here: http://www.sciencecafes.org
Nova scienceNOW also has data relating to educational and cultural impacts of Science Cafés:
http://www.sciencecafes.org/cafe_impacts.html
3 Prizes for Schools Guideline
3.1 Competition and Education
Education and competition are two universal ingredients of all human cultures, in fact, of almost all
animal life. Humans have always considered education and competition important issues, both in
the past and in the present. Of course, there have been fluctuations in emphasis and much has
changed throughout the centuries.
The roots of education lie hidden in an unknown past; those of competition are even less traceable.
Children spontaneously seek competition with their peers. They seem to have an innate desire to
compare themselves with others in every way, for example, by running and wrestling. Such play is
obviously beneficial to a child's development. From play it is a small step to physical and
intellectual contests, generally known as sports, which adults indulge in for their own sake.
Just as with education, also some forms of competition became formalized long ago in human
history. That is, competition is bound by rules and becomes organized by specialists. However,
early historical records are much less explicit about this than in the case of education. At first,
formal competition was restricted to sports. The role of formal competition in other areas is a much
more recent phenomenon. Again, it should be noted that informal competition still plays an
important role as well.
It is not surprising that education and competition are intimately related. On one hand, it is natural
for children to compete and, therefore, understandable that competition is put to educational use.
On the other hand, competition may be found so important in adult life that a society especially
educates their young to compete.
In the case of BlueSCities, competitions will act as an additional medium – together with Science
Cafés – to disseminate results of the project, to reach final stakeholders of policies on water and
waste (citizens) and to further enhance a dialogue at local level between water experts, managers
and citizens.
3.2 Who to involve in the competition and when the competition
should take place
The competition structure is a crucial part of organizing this kind of events. Participants will need to
know when the competition begins and ends; which division of the school can participate; how
1
http://eit.europa.eu/newsroom/climate-kic-green-skills-boost-transition-water-management and see also the ClimateKIK
School here https://www.facebook.com/media/set/?set=a.665416200144595.1073741825.405004409519110&type=3
2
http://www.eip-water.eu/save-date-next-eip-water-conference-10-february-2016-leeuwarden
3
http://citiesprogramme.com/archives/9034
Summer
Page 15 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
resource use will be reported; and, most importantly, how the winner is determined. It is important
that everyone is on the same page and that all expectations and guidelines are established
upfront. This information should be posted where students can find it—perhaps on a website, in the
dorms, or in the school paper.
The first point is to focus the competition whether if on water, waste or some combination of these
and to define who will attend and when.
If the competition is focused on the 1st grade school some media to reach participants will be
used. If it will be addressed to the secondary level of school, other media will have to be taken into
account. In any case, the most important thing is to define when will the competition take place.
The length of the competition is the first critical aspect of the competition structure. The duration
needs to be long enough for students to have a chance to make serious reductions in resource
use, but not so long that students become disinterested or you have to struggle to keep students
engaged. Usually, a week or two ends up being too short while an entire year is too long. For these
reasons, the organizing partner, might want to consider having a month or semester-long
competition.
The competition can be repeated for a month-long in the same year.
The time of year is just as important as the competition duration. A semester-long competition will
obviously fall over a few holidays when students are off. However, it is important not to schedule
shorter competitions over long or extended holidays.
3.3 Determining the winner
The most important information to most student participants will be how to win. It is important to
establish these rules upfront so no one is disappointed or feels cheated. While this is a
competition, it is supposed to be fun and everyone should have a fair and equal chance at winning.
With different divisions of school involved, it can be a little bit tricky to make the competition fair,
but it is not impossible.
Setting up rules for how the winner is determined is where your baseline comes in. It can be
challenging to make the competition fair because some division might be later in the program,
other more sensitized onto water and waste issues etc. The most equitable way to account for the
differences that cannot be controlled is to use the individual baseline for each competitive unit and
compare a unit’s progress against its own baseline creating a classification. Then ranking each
result per competitive unit, assigning the price to the best results for each unit. Since students of
each competitive unit are competing inside its own unit, differences between units will be
eliminated. Students may enter a project individually or as a part of a group of no more than 3
students (suggested). Each of these projects is separated and judged by division and category.
This allows a fair judging of each project, and it allows giving more awards.
The following grid represents an example:
Division 1
(e.g. Grades 6-8)
Division 2
(e.g. Grades 9-12)
Division 3
(e.g. Grades 13-16)
Students
Scores
Students
Scores
Students
Scores
Baseline
X1
Baseline
Y1
Baseline
Z1
Student 1
X2
Student 1
Y2
Student 1
Z2
Student 2
X3
Student 2
Y3
Student 2
Z3
Student 3
X4
Student 3
Y4
Student 3
Z4
Student 4
X5
Student 4
Y5
Student 4
Z5
Page 16 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
Division 1
(e.g. Grades 6-8)
BlueSCities
642354
Division 2
(e.g. Grades 9-12)
Division 3
(e.g. Grades 13-16)
Student 5
X6
Student 5
Y6
Student 5
Z6
Student n
Xn
Student n
Yn
Student n
Zn
Fig.4: Evaluation Grid
Regarding the Committees, it is better to form several one to help break up the responsibilities and
keep personnel involved focused on each own task. The size of the competition will determine how
many of the following committees are needed.
1. Steering – This committee is responsible for coordinating all the other committees;
2. Judges – This committee is responsible for obtaining qualified judges;
3. Refreshment – This committee arranges for beverages, snacks or meals for judges,
committee members and etc.;
4. Awards – This committee is responsible for selecting the awards (ribbons, certificates,
trophies and etc.) to be presented to winners. They are also responsible for organizing the
awards ceremony or presentation.
5. Public Relations – The committee is responsible for publicity, e.g. posters, school paper,
local business and etc. They also arrange for the tables and decorations at the fair.
6. Clean up – This committee is responsible for the final cleanup after the event and returning
any borrowed or rented items used in the fair.
3.4 Judges and Prizes
A Science fair is an exhibit of student work, but it is also a competition. In order for the students to
be judged in a fair and appropriate manner it is important that the organizing partner finds
experienced individuals to serve as judges. Many people are willing to serve as a judge for a local
science fair on water and waste. It is preferred asking doctors and science professionals who work
near the hosting school or within the district. Also teachers from other schools or districts are often
very willing to help.
The earlier contact will be made with a potential judge, the better. This gives them a chance to
mark the event on their calendar. It also gives to the organizing partner a chance to contact more
individuals if response levels are not high (redemption). It is preferable having a judge review no
more than 10 projects.
Annexes to this deliverable a sample of: 1) letter for obtaining Judges; 2) letter of acceptation; 3)
Final reminder to Judges; 4) Instructions to the Judges (with judging mechanics and scoring
guides). It is important, here, to point out some suggestions about who involving in the Committee:
Professionals from education areas
College professors / technicians
Medical professions
Scientific & Engineering Societies
Technical & Research Scientist from Corporations
Regarding Prizes, although it is not necessary, offering a prize for the winner is a good way to
encourage participation in the competition. Several schools have had tremendous success simply
offering recognition or “bragging rights” to the winners, but a tangible award is an effective
incentive to stimulate participation.
Page 17 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
Popular prizes are tangible and appeal to a variety of students. However, it is important to consider
the participants and their preferences. If the competition is for freshman dorms, a pizza party might
suffice. Older students, especially those about to graduate, will prefer something more substantial.
Another idea might be to talk with the facilities management department of the school to see if they
would be willing to donate something for the competition. This would provide the organizing partner
with more funding to provide prizes and motivate students to participate.
3.5 Publicity and Construction of Exhibits
It is not important only to let students know about the competition before it starts, but also to keep
them engaged throughout the competition. That is why publicity is so important.
Publicity provides tremendous opportunity for creativity. The more creative is the publicity, the
more likely students will be to remember the competition and want to get involved. For example,
students at Macalester College in Minnesota (USA) advertised the competition with Energy
Heroes—students dressed up in super hero costumes that went around campus letting students
know about the competition.
It is very important to spread the work about the competition. Publicity should start the month
before and continue all the way through the fair.
Poster
Design a poster or flyer that has “eye-catching” graphics, but more importantly includes the date,
time, and location of the competition. These flyers should be posted throughout the hosting school
and district. Have the flyers available at other school events (to increase the participation).
Press Release
Media coverage of the competition is a great way to generate excitement and motivation for
students and volunteers. Send a press release to the local paper. Invite one or more reporters to
visit the competition and write a story on the event. It is also effective to have television coverage
of the event if this is possible. Websites of the consortium members and of the BlueSCities project
will be used to spread the messages.
Regarding the construction of exhibits, the following rules can be taken into account to maximize
the display of results into the hosting school:
1. All work on exhibits must be done by exhibitors (students). Sponsors/parents may only
provide advice;
2. The exhibit must be completely self-contained unit. Many students give stability to their
exhibits by constructing it as one transportable unit which is mounted on a suitable base;
3. The exhibit must be not larger than 81 cm wide x 76 cm deep x 274 cm high;
4. The exhibit is to be accompanied by a written paper that explains in detail what the
exhibitor did throughout his/her research study;
5. Experimental equipment and materials may be placed in front of the display board a long as
they fall within the safety guidelines of the hosting institution.
3.6 Evaluation of the competition by the students
One way to determine the success of the competition is through an evaluation made by
participants. It is important to see if holding a science fair helps the organizing partner to share the
best methodology to be replicated and improved by other organizing partners in other competitions
but, also, if it should help the hosting school and the district to achieve necessary goals.
Page 18 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
This sample form is geared towards individuals who worked in the exhibition. Questions can be
reworked for parents, teachers and students who participated in the contest.
1. Do you think our science competition was a worthwhile learning experience for the
students?
Comments:
2. Was the physical setup (tale, electrical outlets, etc.) adequate?
Comments:
3. Do you feel the judging was adequate?
Comments:
4. Do you feel the awards were sufficient?
Comments:
5. Do you think the awards ceremony was worthy of the student’s efforts?
Comments:
6. Was there sufficient organization in the operation of the competition?
Comments:
7. Do you feel you were asked to do more than your share in the running of the competition?
Comments:
Please list on the back of this page way you feel we could improve the organization and operation
of this science competition.
3.7 Subsequent local policy actions
Once the science cafés and local school activities described above have been concluded the
BlueSCities partners will aim to support the local administrations of the case study cities to build on
this experience.
It is often the way that, once an action funded by a supranational body has been concluded, the
potential of said action´s consequences are at best not fully explored and at worst are forgotten.
Citizens who have eagerly participated in initial debates are sidelined as the process develops thus
ensuring their scepticism with regards to future involvement in similar actions
Therefore as a result of the science cafés and involvement of schools in the BlueSCities action,
recommendations will be formulated by BlueSCities so that within the social awareness process
that has been begun, citizens can become actively involved in the creation of a long-term vision
with regards to the implementation of water and waste factors within a smart cities concept.
The intention would be that the citizens who have actively attended the science cafés:
•
Be made responsible for the local social dissemination of the project’s objectives, progress
and results, a conference which they present and contacts with the local press, increasing
Page 19 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
therefore the establishment of local public acceptance and support for the measures in
question and hence that of the diverse political groups.
5
•
Be in constant contact with the active project stakeholders, promoting inter-city
communication
•
Become a cohesive group that would act as an agent capable of informing the project’s
external partners of the changing local situation, needs and demands.
•
Form the basis of a more established, permanent platform for subsequent environmental
and urban sustainable policies which will ensure that the roadmaps can become a reality.
Conclusions
The final aim of the document is to provide organising partners with smart and practical guidelines
helping them to arrange Science Cafés related to water and waste governance (where putting
together, into a local context, research and scientific information) and to organise prizes for schools
in activities about water.
The document analysed the 2 events giving practical tips and providing the partners with the
necessary templates of documents that can be used to gather information or to understand how to
improve the quality and the impact of each event.
The City Blueprint project will adapt the format and provide instructions to partnering cities or other
organisations that may want to set up their own Science Cafés to discuss water and waste
integration within a Smart Cities approach and engage the local community. Experts from the
consortium will be available to take part in the Science Cafés organized locally and the website will
be used as a repository for the results of each event but, also, as an interactive platform to
promote debates and to engage stakeholders and municipal authorities in water and waste related
issues.
Successful projects tend to galvanize student groups and researchers. Often students’
environmental organizations struggle to get other students involved in campus climate and energy
issues. A conservation competition, however, is an interactive opportunity to get other students
involved and excited about conserving our water resources and reducing waste. Hopefully this
deliverable, with its own practical suggestions, will lead to successful Science Cafés and
productive competitions in each of the 4 cities identified by the project.
Page 20 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
4 Annexes
4.1 Letter for appointing Judges
The following is a sample letter that can be modified to meet partner organizer needs. A postcard
or a e-mail, modified from the example, should be returned to the organizer to have a written
confirmation.
The [name of organizer] of the [name of the school district / school] is planning to have a Science
Fair / Competition for Junior and Senior High School students on [date] in the [place] school
auditorium.
As you know, this involvs obtaining qualified individuals to serve as judges of the competition. It
has been our experience that [teachers/professionals] from this area make the best judges. Not
only do they have the professional background to judge a competition on the grounds of its
scientific merit, but they also realize the abilities of the students.
We need judges in the areas of [categories].
I invite you to serve as judge on [date] from [time], in the auditorium of the [place] High School.
There will be a continental breakfast served before the judging begins and a lunch after the
judging. Please fill out the form below and mail it back to us at your convenience.
Sincerely
Name of the responsible
4.2 Letter of acceptation
Sample Postcard / E-mail – Include your school and address on reverse side / below
Name: ________________________________________
I accept your invitation to serve ad a judge on [date, time, location]
I accept / do not accept your invitation to lunch or
Sorry, I will be unable to accept your invitation to lunch.
I prefer to judge [put here category and level]
School / Business ________________________________
Address: _______________________________________
City, State, Zip: _________________________________
Phone: _______________________________________
E-mail: _______________________________________
4.3 Final reminder to Judges
A reminder letter should be sent to the judges at least 2 weeks prior to the judging day of the
competition. This letter not only serves as a reminder of their commitment, but also provides
Page 21 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
BlueSCities
642354
information concerning the exact location, date, time. We suggest including a detailed map
showing exactly how to get to the competition location.
Dear Dr./Mr.Ms ____________________
This is a reminder that youe are scheduled to help to judge in the _______________ School
District Science Competition to be held at {location/address/date/time]. We are planning a “coffee
hour’ from [time] which we hope you can attend.
Sincerely
Name of the Responsible
4.4 Instructions to the Judges
1. Science exhibits are not intended to be contests between students or schools. Each
exhibitor is to be judged strictly on merit of his/her research or engineering project.
2. Even though many exhibits may show a remarkable degree of scientific knowledge, judges
are asked to keep in mind that all the exhibitors are elementary, middle, junior or senior
high school students, many of whom are experiencing their first taste of scientific evaluation
by a distinguished critic
3. Use your own good judgment at all times. Be honest with yourself and the student. Only a
small number of the students will ever enter actual scientific research, but many may
influence the future. A valuable experience with science at this level might potentially reap
valuable rewards later.
4. Keep in mind that a spectacular-looking exhibit or one composed of costly equipment is not
necessarily the best science project.
5. When leaving comments for the students, please makes sure they are positive and
instructive. DO NOT highlight what they did wrong. Highlight what they did right and how
the can improve in the future.
Three Basic Requirements:
All students must be interviewed
Interviews must be individual
Interviews should be approximately 10 minutes long (make the interview an interest builder and
beneficial to the student)
What are we judging?
Quality of work done
Remember it’s not the library research, but should involve lab, field and/or theoretical work
A student’s work, not the work of a parent or mentor
A project compare with other projects in the same division level at the same competition, not other
competitions
Judging Criteria
•
Creative Ability
Page 22 of 23
D 5.2: The Citizens Engagement Guidelines (CEG)
31.08.2015
•
Science
•
Thought/Engineering Goals
•
Acquired Knowledge
•
Thoroughness
•
Skill
•
Clarity
BlueSCities
642354
Instructions to Judges
Assign Responsabilities
a. supervising of set-up
b. supervision of dismantling
c. SRC team
d. Judges room
e. Security
f. Judges briefing – who – what – when – where
Judging Mechanics
1. Each judging team should include 2 judges
2. Each team should be assigned a specific number of exhibits to judge and should receive a
list of the exhibits. A team should not judge more than 10 exhibits if possible
3. Try to have each judging team’s exhibits adjacent to each other
4. Each judge should record the exhibit number, score the exhibit after examining the exhibit
fully, and on the BACK of the card write comments which he/she feels may be useful to the
student..
Page 23 of 23