Facilitating focus group consultations online – a resource for community organisations. Amanda Ptolomey

Amanda Ptolomey

Amanda Ptolomey shares insights from work she and Molly Gilmour collaborated on with our project partners Amina MWRC, with the support of study Co-Lead Professor Sarah Armstrong and Co-Investigator Dr. Nughmana Mirza. This blog and accompanying resource aims to support organisations involved in running community engagement activities online. It offers guidance on facilitating focus groups which can provide information for developing services, engagement or supporting research.

As well as the training resource we have included links throughout to some of the sources we drew on to design the training. If you do not have access to any of the resources we have linked to and would like to access them please contact us and we will happily email them to you.


Working together to research the impacts of COVID-19

This study has 20 third sector partners. When we began our collaboration, one of our partners, Amina MWRC wanted to build on the knowledge they had already gained about the impacts of COVID-19 from the Muslim and BME women they work with. Through telephone and online surveys, they were formulating rapid responses to meet the needs of their community. By collaborating, we have combined the existing expertise of Amina MWRC staff and volunteers, the relationship they had with their service users with the resources and research expertise of the Scotland in Lockdown study team.

This partnership has provided us insights into the experiences of Muslim and BME women during the first half of the pandemic. These insights have informed our study. We also gained the opportunity to learn more about Amina MWRC‘ s vital and innovative work, which delivers a wide range of projects and services addressing the needs of Muslim and BME women.

This blog outlines one aspect of our collaboration – the design and delivery of training to conduct online consultations using focus group methods.

Designing and delivering the training

We approached designing the training with the aim of building on the existing strengths of practitioners: facilitating the integration of new insights with the significant expertise and practice-based knowledge of staff and volunteers. This provided us with the opportunity to learn from experts ‘on the ground’ about their approaches to practice while sharing our research skills.

As researchers Molly and I are now spending most of our time working from home. To design the training in pre-pandemic times we would have worked together in a room with flip charts, pens and post-it notes. Under pandemic conditions, this was replaced with a shared online document full of tracked changes and comments to one another, based on conversations over Zoom and online meetings with Amina MWRC about their needs.

In designing the training, we used reflective practice to draw on our experiences of facilitating focus groups and feminist approaches to research, also gaining from Sarah and Nughmana’s expertise. We were also informed by a range of publications about focus groups, especially those focusing on feminist approaches which are culturally sensitive, and work which has outlined the challenges and opportunities of doing focus groups online. We also engaged with data from Amina MWRC’s previous consultation work regarding the impacts of COVID-19. This helped to ensure the training we designed would support staff to explore key concerns community members were highlighting.

Object elicitation: breaking the ice or sparking a conversation

We started the training by demonstrating object elicitation – an activity that can be used as an icebreaker or a starting point for conversations. Using this technique to spark thoughts, ideas, and memories each of us got an item from our kitchen (or used our imagination to think about an object) that conveys something about our experiences of lockdown. I chose my tea caddy full of jasmine green tea. This object represented my simultaneous feelings of connectedness and distance from my friends during lockdown – missing spending time having tea together but feeling connected through everyday rituals. Molly chose her ‘dallah’, a traditional Arabic coffee pot which evoked the disruption to her planned research in Lebanon and her sense of connection with places and people there across time and space.

Doing this activity together showed that as well as supporting us to get to know one another, object elicitation activities can spark reflections relevant to the topic of our research and Amina MWRC’s consultations – the impact of COVID-19. Together we talked about family, friendship, disruptions, everyday life, food, children, technology, news and information, learning and leisure, and many more topics which can then be drawn out through conversations to gain rich insights about experiences of the pandemic.

Benefits and challenges of online focus groups, and implications of working online

Following introductions, care was taken to discuss the benefits and challenges of focus groups as a method for consultation, building on the existing group work expertise of Amina MWRC staff. An arena may be created for a wide range of views to be discussed, but this must be facilitated with care to ensure the space is not overtaken by dominant participants. Focus groups can offer participants the opportunity to lead the conversation in directions relevant to their concerns, but without considerate facilitation time may run out before everyone can share their views. Focus groups can provide a space where participants can support one another to express themselves, however they may also be impacted by unequal power dynamics between participants who are known to one another. We also talked about confidentiality – which cannot be guaranteed since participants are aware of one another’s identities. We considered that confidentiality may be made even more difficult to protect when conducting remote focus groups as other people may be present in participants’ homes while they join in the group.

We also spent time reflecting on the practical implications of facilitating focus groups online. Some of the issues we talked about included supporting participants who arrive late, or lose connection suddenly, and supporting participants and staff to navigate issues with technology and devices. We also outlined some approaches to creating a topic guide for discussions, and the role of the moderator/facilitator. The use of translators and ways to make focus groups accessible featured in our conversations about inclusive practice. We finished the morning with questions and answers and a discussion about the next steps in our collaboration.

Using the training and resources

Amina MWRC have now carried out a series of online focus group consultations with women in their community. As one of our study partners Amina MWRC shared the findings from their consultations and survey research with our study team. Professor Sarah Armstrong has now analysed the survey data, distilling key findings including information about hate crime, finances, mental health, and humour.

Please feel free to use our training resource or ideas in your organisation and share with your networks – and let us know what you think!

Amanda Ptolomey @amandasays (she/her) is a researcher at University of Glasgow. Her work focusses on researching with people in creative and inclusive ways. As well as researching disabled people’s experiences of the pandemic with the Scotland in Lockdown project, she is working on a PhD researching everyday life and imagined futures with disabled young women using zine-making as a creative participatory method.

Molly Gilmour @MVGilmour (she/her) is a PhD researcher at the University of Glasgow working on ‘How can we strengthen emergency healthcare for forced migrants situated on the edges of Europe?’ She is also part of the research team on the Scotland in Lockdown study, working in the stream on refugees and asylum seekers facing destitution.

The SHAPE of Post-Covid Communities

A Community Conversation

As part of the British Academy SHAPE initiative  (social sciences, humanities and the arts for people and the economy), and in collaboration with our colleagues from the The Glasgow Centre for Population Health we are holding a community conversation.

The focus of this is to inform and develop a showcase of case studies that demonstrates the many meanings, value and power of collaborative research and its importance for post-pandemic recovery.


This online event will bring interested people together to discuss experiences of collaborative research, particularly in relation to:

  • What meaningful collaboration means to those involved in research.
  • How participants felt their knowledge and experience was valued and acted on and how those involved attempted to ensure others felt valued and that their contributions counted.
  • The skills and enablers needed to make these collaborations work and lead to meaningful change, as well as barriers encountered.
  • The changes (in services, systems and people) which came as a result of collaboration.

The event is open to all and we are particularly keen to hear from:

  • Community members or organisations with experience of leading or being involved in research about an issue affecting their community.
  • Social sciences or arts and humanities researchers with experience of collaborating with communities of place, interest, or identity (such as described by the Equality Act 2010), and specifically experts by experience, to produce evidence which aimed to 1) influence services, policies or systems changes or 2) to illuminate important process learning such as challenges and barriers.
  • Policymakers with experience of working across professional boundaries with researchers and experts by experience to make decisions, implement and evaluate them. 

Based on the ideas generated at this initial event, we will:

  1. facilitate a group to select examples to showcase virtually (at first), which will endeavour to be as representative of our diverse communities, researchers, and policymakers as possible;  
  2. provide a platform to showcase and bring this work together to raise its profile and engage decision makers in what the messages mean for recovery and building back fairer. 

Case studies can take any form such as an exhibition, spoken word, a podcast, video content, written text etc.   

Later this year, we will hold a launch event bringing communities, researchers, and policymakers together to view these outputs and respond to them with an emphasis on what they mean for policymaking.

Register interest now!

If you are interested in participating in this initial online community conversation then please register your interest with Monique and Jennie. If you would like to include a brief description of your project or experience that would be great. Please also let us know if you have any accessibility requirements or other suggestions that would make it easier for you to participate in a virtual event. 

We anticipate this initial conversation will take place in Spring but will confirm a date as soon as possible. 

Follow #GCPHconversation for more information and you can also follow #UofGEngage for updates on the University of Glasgow Engage Forum.

New #UofGEngage Forum is Now Live!

On Friday 5th Feb 2021, we launched #UofGEngage with an amazing group of speakers from across all four colleges:

  • Katrina Igglesden (College of Arts) – using social media & online workshops to engage Pacific Island communities with barkcloth research.
  • Megan MacLeod (College of MVLS) – re-imagining schools engagement to combine online and in-person activities, and exploring new platforms to answer questions about vaccines.
  • Helen Mullen (College of Social Sciences) – developing civic engagement throughout the pandemic: mentoring with MCR Pathways.
  • With a pre-recorded contribution from Julien Reboud (College of Science & Engineering) – connecting online to promote digital health in the diagnosis of infectious disease in East Africa.
Katrina
Megan
Helen
Julien

We were joined by over 100 participants including students, a diverse range of staff as well as external partners.

Our theme was digital engagement, and we asked our speakers to tell us about how they’ve stayed connected with communities online throughout the pandemic. We asked what worked and what didn’t, and most importantly, what they’ve learned in the process.

We’ve gathered a few of their great nuggets of wisdom and experience and hope this collection will inspire and support others in their own engagement work.

You can watch the recording of the event here and the full transcript will soon be available here.


How did your engagement work at the UofG begin?

Helen

It started as a real personal interest [volunteering as a Mentor with MCR Pathways], a personal drive and has developed into something that I’ve been delighted to see can fit within the University and have a space there. I have felt very supported in bringing that to bear.

Julien

I felt it was a very interesting activity to engage with communities to try and figure out what actually would work and what we would need to do to make that work. That entails talking to them, making sure that they understand what we’re doing, but also getting their feedback, and basically co-creating or co-developing this type of device and logistics associated with it.

And what happened when the pandemic hit? What worked and what didn’t?

Julien

Everything [we’d planned] was face-to-face. In remote settings like this, the best way [is] to talk to people directly […] We were going to go there, at least three or four times. That is Uganda, Tanzania, Malawi, and there were some activities planned for Ghana and Rwanda.

We had to completely reshuffle this online. I can say now that we’ve run six workshops together […] this has evolved amazingly, because people are so receptive. It’s very much about the people on the ground saying I really want to contribute to this and making the time and effort, especially the technology side, to enable this. We were very scared, but eventually actually it all turned out really well. And it begs the question, you know now looking back, do we really believe that it would have been better to go and talk to people there, than what we have done? That’s quite an interesting concept.

Katrina

Turning online was, I guess, the next best thing […] Instead of having these in-person workshops, for museum people and the general public separately, we ended up planning for online sessions.We ended up calling them [sessions] because, as everybody knows, Zoom fatigue is a very real thing, and drains you. So, these workshop days turned into one and a half hour zoom sessions.

We were struggling to get in person participation because a whole day dedicated to something is quite difficult [….], but had just an avalanche of registrations, and we had to add in another session. So, where we were struggling to get about 25, you know into five sessions, we had over 100 registrations with waiting lists.

My favourite part of all of this […] was that we were able to join these two groups together, which can learn so well from each other about, you know, what happens in the museum, what the general public know or want to learn about, and also including people in the Pacific and people of Pacific ancestry, or origin. I think was the was the greatest thing. We had people from the UK, Fiji, Tonga, the Cook Islands, Taiwan, Japan, the States, Canada from across Europe.

Megan

When the lockdown went in, we had been planning to be back in the school to help the kids come up with their own activities or resources. I don’t think it was possible to expect the school or the parents to manage that on top of everything else.

Helen

With the school’s context and the type of work that we’re doing with MCR, there’s obviously child protection issues, and so it wasn’t straightforward to just be able to go straight online… Initially MCR made it possible for some mentoring to be done virtually, if that mechanism was accessible – because not even necessarily all the Mentors, but not all the Mentees have access to that.

What made it possible to continue your engagement?

Katrina

Our good friend social media. Twitter and Instagram were the social media platforms of choice. It was really, really interesting to see the difference in audience’s interest […] between the two different platforms: Our Twitter base was very much a UK academic museum professional cohort. Whereas Instagram and Facebook (which we didn’t use) in the Pacific are staples. On Twitter we had a lot of interest in what is barkcloth? How’s it made? Who makes it? What are the materials? What people from the Pacific really wanted to see […] were actual museum collection pieces that originate from the Pacific, or 19th century pieces that aren’t widely available in the Pacific.

There was this absolutely incredible reaction to these pieces and the discussion and the comments that came out of it were wonderful. Working between three different things, Twitter, Instagram and Zoom, we ended up having really rich conversations.

Megan

We adapted one of the activities […] and made a little video and put that out so at least we were able to contribute to the Science Festival.

We’ve been developing an app with the Glasgow School of Art team too. That’s been really easy because we’ve just been talking on Zoom with the Glasgow School of Art. Fortunately, we’ve now created this resource that will be really easy to provide to the school in the next month or so, because even if the kids still are home, they’ll be able to make use of the app.

We had a fantastic session where we used Teams to link into the school when they were still in class before Christmas and talk to them about what the app was and got their feedback. They’ve drawn most of the designs. The ones that will be in the app have come from just 45 minutes of us showing up and getting them to do some activities online. This worked much better than I had anticipated.

Helen

My young person […] didn’t have access to that technology so [we] emailed…or we texted. I didn’t always get a response… I think it was more about making sure that that connection continued. I think I just had to dig in and keep going even if you weren’t getting the response.

Julien

We were very humble in our capabilities with Zoom at the beginning […] we started [simply] with a main session where we would present and get other people to present […] then activities in breakout rooms where we would use the whiteboard […] The engagement with that was tremendous […] Then we started thinking a bit outside the box, well outside the whiteboard, because it was really about co-developing

We were supported by @JimenezMelanie_ who provided artistic drawings of scenarios we used for people to draw. They created almost like movie scenarios and that enabled us to say, okay, the constraints of the design need to be this, it needs to be able to work in this area [for people with] no prior training on the situation. We then started thinking […] what if we could do something a bit more involving? The final workshop will actually have 3d printed situations. And so we co-designed the holder and some of the platform. And this will be trialled over zoom in four different countries. At the same time, with everyone working together.

You could argue that without this pandemic we would never have thought of doing that, we would have gone to each country, yes, maybe, and done that intuitively but the idea of being able to bring all of this together at one go. I mean, that’s something that I would not have thought about, and that has been unlocked by Zoom.

What challenges did you encounter? What helped you overcome them?

Helen

I think while technology can help, it can also be a barrier for some people. Even if you have access to a device or a phone, you may not be able to have that length of contact with your Mentor. Once the school came back and virtual connection was possible, we met via Google Meet. [It was great] to realize that even though he hadn’t had that face-to-face contact, he still felt engaged.

Katrina

Another challenge was conveying the tangibility and importance of barkcloth […] Instagram and social media came in handy because we had the time to show multiple different images in multiple different ways.

Also, audience participation […] moving from a context of having in-person workshops where we knew in advance who the people would be because of the museum community in the UK, having a very big audience of people who we don’t really know […] and therefore not being able to anticipate what they would want, or what they would need made that quite difficult in such a short time frame.

Another thing we didn’t consider when we thought yes let’s go online and it’s going to be wonderful, […] was time zones.

Coming back to social media and actually asking our community and our audience what they wanted out of an online experience was really helpful […] I had to learn how to use Instagram Stories and Live very quickly. Having the ability to ask questions or do polls, or have the community ask questions about what you’re doing, was a nice way to figure out how to do things best.

Using the Jisc online surveys was fantastic. It really helped us both before the sessions and after kind of round up and realize what was needed and what was appreciated.

What have you learned from the experience and where will you go from here?

Megan

I think the compromise will be on what we deliver rather than who we deliver it to, because I think keeping the teacher on board and taking their considerations is going to be one of the most important parts because we’re working with her for the next few years.

I think we’ll keep our school engagement as much in person as possible. Being in school seeing how the pupils reacted to thinking about things and light bulb moments going off in their heads. I think that’s much easier to do in person than it is online. I think we will have a more online component that will run alongside our in-person activities that we will do in the future.

Helen

Ties within a network are really important at times like this. Particularly when it is all Zoom and technology. That person […] telling you you’re doing a good job, I think that’s just really important.

We had a great engagement event where we brought MCR and potential UofG Mentors together. And while that’s not directly impacting on the young people, I think just to bring that cohesion around the network and to give all of us support was really important. I think MCR really appreciated that too.

Our engagement work can inform our research and I think that’s really, really important and sometimes overlooked. Spurred on by my young Mentee and talking to colleagues and an organisation who’s supportive of young people enterprises, we’re looking at creating a Talent Taster focusing on business, management, entrepreneurship and enterprise for that cohort. That really works for us as an organisation and for MCR and it also works for Young Enterprise Scotland and what we could achieve together. There are so many opportunities there for research and evaluation we are building something that we can monitor and evaluate to make better. This can help these organisations scale up to a Scotland wide initiative so that enterprise can be taken into those communities more widely.

Julien

We’ll do face to face interventions when we can, but we will also use a lot of online tools. The other thing that has changed is the perception of loss of control in big Zoom meetings like this. Very often if you want people to contribute, you’ve got to let go of control. You can’t actually get their contributions to be exactly what you want, and you’ve got to say this is okay, we’ll get something that will be very valuable, which is not what we’re used to doing. You have to acknowledge that […] some people will find some strange things that are not very useful, but you’ll also find the gem in there that enables you to go leaps and bounds beyond what you planned.

Katrina

It’s very hard to convince other people to want to [relinquish control]. I’ve found especially when […] you know what you need out of the engagement already, so you really want it to fit into this into this little box […] We do have to think about […] REF and all sorts of other things. But it really is quite nice being able to relinquish some of the control as well, because then it allows for […] this partnership to be able to be established in this reciprocal relationship that can continue beyond what you’re actually doing.

We’ve had people come back to us and say, I know that you’re not doing these anymore but can you do this for our community? So, I’ve done a few sessions separately for different Pacific communities […] I think having the flexibility to be approachable […] All of the resources that were created […] are all now on the website and other museums around the world and projects are now looking towards those and using them as templates […] for how to engage further with their community. Having this online engagement really brought such a richer and a much more diverse conversation and audience and means of actually sharing our research findings.

Helen

I think we’re moving on to more of a multi-partner approach in engagement and away from my personal drive. Bringing together different organizations, […] we’ve had to give up control quite early on […] If we’re creating something for young people, we have to have them as part of the co-creation process [which will] make it a better outcome. It may take longer, and it might not be what we expected […] but what will emerge will be something that’s actually good for that community. They often know the area in a different way and that interface is really, really important. The young people have already come up with ideas that we would not have thought about, no matter how smart we all think we are. That co-created end product will gives them ownership and buy in.

Megan

They’re the people we’re delivering to, so they know what’s good for them. It’s about listening and trusting them.


How can you get involved in #UofGEngage?

If you are involved in engagement (from volunteering to collaborative research) and would like to share your experiences, please get in touch! You could write a blog, record a podcast, or attend #UofGEngage Forum events. Email Monique.campbell@glasgow.ac.uk (CoSS) or zara.gladman@glasgow.ac.uk (UofG-wide).

I know from my own work, there’s a lot of people doing a lot of engagement work in the University so just to have a forum and the focal point for that is fantastic [Helen Mullen].

Manoeuvring Research Around Covid-19 Lockdowns By Maki Rooksby

Maki stands next to artwork ‘Covid-19 Germs’ by Minako Rooksby

@rooksbym SOcial Brain in Action (SOBA) lab https://www.soba-lab.com/ UofG’s IN&P @UofGPsychology

An Abrupt Pause

In March 2020, I was one of many, many people whose work had come to an abrupt pause. The UK had taken the most decisive action to date against the Covid-19 pandemic and issued restrictions on everyday work and life. It was the start of many lockdowns to come. In some ways, it was a relief to finally have a system that was aimed at keeping us all safe and to protect vulnerable groups. At the same time, I found it hard to believe the timing of it – I had planned on booking a flight that very week for a two-month research trip to Japan to conduct a study. I had taken up my current post the previous year as a postdoc to join SOBA lab, tasked with the delivery of a cross-cultural research project for an EU-funded research programme, Social Robots. Having worked in child psychiatry previously (@ACE_Centre_UoG), this was a new challenge and an opportunity for me. After months of reading up on the social robotics literature, gaining practical insights into the capabilities and limits of social robots today, I seemed to have finally come to a concrete research design and a viable plan to execute the study. The learning journey was made possible by help in the lab, but especially thanks to Bish (@b_Bishakha) who, at the time was the lab’s programmer and introduced the robots and coding gently and kindly to me. The timing of the trip was also planned with childcare and family in mind, so that my two primary-aged children could come with me and attend a local school in Japan while I worked on the study.

At a Loss

I guess, at least there was no question about it, all of those preparations and plans were to stall, at least for the time being. Still, I had to admit that I was at a loss. I had planned to embark on an investigation on our sense of social space, known as proxemics, during interactions with robotic agents, and to study it cross culturally between the UK and Japan. How could I possibly study this without even having access to the physical space to run the study, let alone having access to our robots? As if that wasn’t enough, I knew that our natural sense of social space itself would now be disrupted with the requirement for social distancing.

Part of a Research Community

Of course, I was in no way alone in this situation. I was very much part of the whole research community being hit by it. Around me in our lab (albeit virtually) were talented colleagues who lost no time in adapting their research for lockdown work mode. I was surrounded by inspiring examples. Dorina de Jong (@dorinadejong), Ruud Hortensius (@RuudHortensius), Te-Yi Hsieh (@TeYiHsieh) with our PI, Prof. Emily Cross (@brain_on_dance) had soon started running numerous online studies on our in- and out-group perceptions and decision-making process with artificial agents. They were not only being the model examples but also generously shared with our lab how they did it, using free-source tools and resources such as Psychopy while practicing open science research via OSF to promote transparency and reproducibility.

A Realisation

The encouragement and inspiration I received from them, was amazing. In turn though, it also highlighted some specific challenges for my study. It relied heavily on physical space as both the subject and the context of investigation, and the premise of same-space interaction as the prerequisite. Can our sense of space during social interaction be studied online? For a few weeks, I scratched my head while also discussing with my PI and with the team in lab meetings. I came to realise that this itself had to be part of the research questions. As the study design was constructed and more details filled, all the while bearing in mind that it had to be replicable for Japanese participants, the realisation that this was very much a trial, remained a helpful reminder.

A Stroke of Luck

So I began exploring options. For a start, and even before I could finalise the study design, I had to have a viable plan for securing study materials. In my case, this would need to be something that could be presented to our participants in an online space, which could yield concrete measurement as responses, that are in the context of interacting with robots. But how could I, without having access to the robot needed for enacting situations of social interaction? Again I was fortunate, just so lucky. This time, help came as part of my PI’s recent relocation to an institution in Australia and thanks to her ingenious lateral thinking. The pandemic was of a global scale, but so was the geographical spread of our lab by early May 2020. Our team was working from across continents as a result of the ongoing lockdown in the UK. I was offered an opportunity to work with a fantastic colleague based at my PI’s new institution, Iman Aryanfar. I could not have imagined more relevant or prompt help even if I tried. Iman didn’t just have access to the robot I needed (NAO, see right). He was gifted with the skills to operate NAO to my requirements, to take high quality video clips to share with me, and to engage with me for many rounds of iterative process for fine-tuning the video clips for the study

Embracing New Challenges

Having gathered the materials, I proceeded to finalise the study design to reflect research questions and hypotheses. I then began the process of exploring and learning about various platforms on which to build (Psychopy), post (Pavlovia) and to deliver the study with specific participation criteria (Prolific). The whole process here was another unknown territory for me. Having started my career as a developmental psychologist working with very young children, I had always preferred hands-on data collection through direct interactions with my participants. But here was my chance to embrace some new challenges and to learn on the job. Again, experts in the lab (and even their families!) came to my rescue, from video editing to providing feedback as participants. Ten months on, the study has been registered as a pilot study on OSF, and completed data collection for the UK sample. I am currently preparing to roll it out for the Japanese sample (online) with collaborators based in Japan. Already, the learning gained during the UK data collection is paying off, allowing us to focus more on recruitment of suitable participants and translation of the study. As the uncertainties continue with worrying epidemiological figures, my study, like a little boat, seems to have managed so far to keep bobbing on the waters of evolving situations and restrictions.

An Ongoing Story

Much has already been written on the inadvertent experiences and learning prompted by the pandemic. This is just my story. Like others, it’s an ongoing story, and it has been made possible thanks to the expertise, as well as generosity and kindness of my team and collaborators.

#UofGEngage Forum Launch

The inaugural #UofGEngage event will take place on Friday 5 February 2021 at 10am with a special look at Digital Engagement.

The pandemic has forced a shift in how we engage, from the physical to the digital. How have we stayed connected with communities online? What worked? What didn’t work? What have we learned? Join us for a panel discussion and Q&A, with guest speakers from across the university.

Featuring:

  • Katrina Igglesden (College of Arts)- using social media & online workshops to engage Pacific Island communities with barkcloth research
  • Megan MacLeod (College of MVLS) – re-imagining schools engagement to combine online and in-person activities, and exploring new platforms to answer questions about vaccines
  • Helen Mullen (College of Social Sciences) – developing civic engagement throughout the pandemic: mentoring with MCR Pathways
  • With a pre-recorded contribution from Julien Reboud (College of Science & Engineering) – connecting online to promote digital health in the diagnosis of infectious disease in East Africa

Chaired by Zara Gladman, Public & Community Engagement Advisor.

Comment along with us on the day using the hashtag #UofGEngage.

The event will be followed by an optional Speed-networking session, giving you the chance to meet and mix with colleagues from different disciplines.

Panel discussion and Q&A: 10:00-11:20
Comfort break: 11:20-11:30
Speed networking: 11:30-12:00

Book your free ticket online