Public Engagement
The Sanger Institute has a programme of public engagement activity. The programme aims to make complex biomedical research accessible to a range of audiences including school students and their teachers, and local community members.
The Communication and Public Engagement programme aims to "encourage informed discussion about issues relevant to Sanger Institute research" and "foster a community of researchers who can engage effectively with different audiences". The Institute hosts visits for more than 1,500 students, teachers and community groups per year. Visitors may meet scientific staff, tour the Institute and its facilities, and participate in ethical debates and activities. The programme also offers professional development sessions for teachers of GCSE and post 16 science through the national network of Science Learning Centres, and by hosting visits for groups interested in updating their knowledge in contemporary genetics. Videoconferencing into the Sanger Institute is also offered for Science Learning Centres, Science Centres and schools.
The programme maintains a dedicated public website, yourgenome.org, that is intended to help people understand genetics and genomics science and its implications for society. The website includes teaching resources for secondary school science teachers that have been developed with Institute researchers.
Scientific and public engagement staff also collaborate on and contribute to national projects such as the UK's InsideDNA traveling exhibition and the Who am I? gallery at The Science Museum. They also participate in public events such as the Cambridge Science Festival.
Read more about this topic: Wellcome Trust Sanger Institute
Famous quotes containing the words public and/or engagement:
“The square dance fiddler’s first concern is to carry a tune, but he must carry it loud enough to be heard over the noise of stamping feet, the cries of the “caller,” and the shouts of the dancers. When he fiddles, he “fiddles all over”; feet, hands, knees, head, and eyes are all busy.”
—State of Oklahoma, U.S. public relief program (1935-1943)
“We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.”
—bell hooks (b. 1955)