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Example 2

Onsite workshop (90 minutes): Visualizing the roles of scientists & exploring and valuing differences

Context

The workshop was held onsite at the «TRED Conference» 2023 at Wageningen University & Research (on 13 June 2023). It is based on the work of Prof. Roger Pielke, Prof. Cees Leeuwis, Dr. Tamara Metze and Dr. Nina de Roo. Written by Simone Ritzer (simone.ritzer@wur.nl), 2023, Wageningen University & Research

Target audience

This conference day focused on researchers engaging with or wanting to engage with inter- and transdisciplinary research.

Workshop abstract (very short)

How can we create impactful research for society if mutual expectations of science differ? Do we just provide pure facts and figures from our research, or do we also use the opportunity to openly campaign for a fairer and more sustainable world? With visualization and mind mapping, we will explore the different roles scientists can play in society.

Workshop abstract (more elaborate)

We live in a knowledge society; knowledge and expertise play an important role in political decisions and our daily lives. At the same time, scientific knowledge and evidence produced by knowledge institutes (including universities) is no longer trusted at face value. While we depend more and more on knowledge and expertise, knowledge is often also contested. Covid-19, or the nitrogen debate, are just two examples. This raises the question what is or should be the role of science in such polarised or contested debates?

As a scientist, do you see it as your role to provide facts and figures, and do you leave it to others to decide what policy directions are needed? Do you openly campaign for a better, fairer and more sustainable world? Do you fulfil your role in a different way, or do you do both perhaps?

This workshop will help you to reflect on the different roles scientists can play in society. Unravel what role suits you best in what situation, and learn more about the advantages and risks involved in these roles. This workshop will help you to explore your own position in creating impactful science.

Goals and objectives of the workshop

Explore how you see yourself
Explore what other roles there are for scientists
Explore how they are (under)valued
Explore when what role is relevant: risks and advantages

Workshop Outline

Minutes	Facilitation text	Material
10’	Welcome and introduction Goals and objectives of the workshop
5’	Who’s in the room? Participants are asked to position themselves in the room on a line with two poles. Example questions: Conduct research – or not? Are you more mono-disciplinary – or multidisciplinary? In contact with the non-academic world within your domain – or not?
5’	(Optional:) Select focus topic Find your SDG. If many relate to the same societal challenge, we can use that SDG to explore what different roles scientists fulfil around that topic.	«Carpet» with the SDGs on it or other material showing the SDGs
10’	Explore which role you fulfil Participants are asked to have a look at a set of images How do you see yourself? To which of these images can you relate? Pick one (or find an image on your phone, if you can’t relate to any). Work in pairs: Describe how «what you do» relates to the image. It can be about ‘what’ you do, but also about ‘why’ you’re doing it. When done, the other person writes down one «value» on the back of the image (or on a separate card if you are using Figure 4 from the Guide).What do you appreciate about the other person doing what they do?	Set of images on separate cards (or Figure 4 in the Guide)
15’	Participants are invited to reflect individually and in pairs: Now take a seat and write what roles scientists can fulfil (one role per post-it). First make a little pile for yourself After 3 min: You may hang them on the image they relate to (or find a free spot) Now take a look at this and build forward on this. If you can do this, you can also…. (mindmapping)	Post-its Picture set glued on a wall. Examples: develop scenarios or new technologies, put topics on the agenda, act as an expert in the media, give hope or perspective, be an activist or a thought leader.
15’	Facilitator presents model developed by Pielke (&Turnhout) and raises question “what role is missing”? Exercise in plenary: Knowing the roles as defined by Pielke, can you cluster roles you see on the wall and describe what else there could be?	Image (Figure 3 in the Guide) glued on a wall
20’	Facilitator invites to explore each role in pairs or small groups: What are your prejudices about this role? What’s valuable about this role? What are the risks of this role? How to cope with these risks?	Images glued on a wall
10’	Check-out: Facilitator asks participants to share key take-aways (How) do you look differently at some of the roles hanging here? (How) do you feel strengthened in your position to create impactful science? Or do you feel like you want to fulfil your role differently, seeing what’s possible?

Participants’ experience

“The work with images of real scientists in real situations (e.g. media release of the IPCC) made the experience very tangible. I was not reflecting on abstract concepts of roles, but felt the need to think about my own positioning: What am I expecting from these scientists? And how would I present myself? What would I (implicitly or explicitly) represent in public? My institution, my discipline, my country, my generation?”
“The exercise of naming the value of each position was very enriching. And it created an appreciative stance among participants. We had very respectful and self-reflected – also self-critical – discussions.”

“The question on the risk of performing a specific role brought us to think about power structures within academia and beyond: to be an engaged scientist seems to be more risky than to stick to the role of the ‘objective analyst’.”