In my second year I pursued my passion for environmental communication, with lectures based on environmental research and courses that incorporated politics, psychology and the environment. I realised that there was a disconnection between scientific research and action-based solutions, stemming from existing political and established value systems. This knowledge/action gap motivated me to pursue environmental communication more directly. I will discuss three critical incidents which have formed and continue to shape my professional identity.
Although, environmental communication is not at the forefront of my degree, focusing more on the scope of sectors (energy, agriculture, water management etc.), I have taken the initiative to create an educational environment, focusing my third year dissertation on this subject area, as well as auditing two postgraduate classes (environmental politics and ideology and environmental ethics and behavioural change) to facilitate my learning. This experience developed my analytical skills and cultivated specialised knowledge. Additionally, my European Voluntary Service (EVS) experience developed my skills in, adaptation, resourcefulness and problem solving. Furthermore, I will highlight my ability to create opportunities, reflect and communicate to a varied audience when I presented a synthesis of the first two years of my degree to my local community.
Although, environmental communication is not at the forefront of my degree, focusing more on the scope of sectors (energy, agriculture, water management etc.), I have taken the initiative to create an educational environment, focusing my third year dissertation on this subject area, as well as auditing two postgraduate classes (environmental politics and ideology and environmental ethics and behavioural change) to facilitate my learning. This experience developed my analytical skills and cultivated specialised knowledge. Additionally, my European Voluntary Service (EVS) experience developed my skills in, adaptation, resourcefulness and problem solving. Furthermore, I will highlight my ability to create opportunities, reflect and communicate to a varied audience when I presented a synthesis of the first two years of my degree to my local community.
European Voluntary Service (EVS) in Sweden
In the summer of 2017, I participated in a 2 month Erasmus exchange programme (now the European Solidarity Corps) in Sweden, supporting the organisation of the European Global Ecovillage Conference . One major component of my responsibility was to co-organise a new addition to the conference - a segment called ‘Meet the Ecovillages’. Specially, one task required the preparation of the event space to showcase all the ecovillages that were present in an interactive and creative way.
The task was to prepare the location prior to the event’s start with the available, but limited, materials present on site. This The limited resources required me me to be adaptive and resourceful, such as using recycled material (cardboard and wood) for posters or signs rather than new material. After I sourced the necessary artistic materials, I created the various signs and posters to be displayed during the event. Additionally, I sourced various natural objects (sticks/logs/stones) which were used to designate each ecovillages site, demonstrating my resourcefulness. This was A a significant challenge was the venue, the conference occurred in place unfamiliar to us, so I investigated, exploring the area and asked for support when needed from the conference hosts, to get my bearings. Additionally, I connected with the head of the technical team, where I successfully negotiated an agreement based on returning the borrowed tools on a daily basis, for the events set-up. Similarly, I developed my ability to solve problems and be adaptive through the limited materials available, which were essential to create the flags, signs and directions to the host of each designated area.
Overall, the event was a success, with a multitude of positive feedback, from the organisers and participants, as ‘Meet the Ecovillages’ was clearly established into the conferences agenda though its promotion in the gathered morning sessions. From this experience I have developed and learned about my ability to take initiative, my tenacity and resourcefulness when faced with restricted options. This has enabled me to realise that achievement, even with limited resources, can be tremendously successful when used wisely and creatively. I was left with a sense of accomplishment delivering an essential component of the conference as it was a key event that enabled collaboration and networking of fellow European ecovillages.
The task was to prepare the location prior to the event’s start with the available, but limited, materials present on site. This The limited resources required me me to be adaptive and resourceful, such as using recycled material (cardboard and wood) for posters or signs rather than new material. After I sourced the necessary artistic materials, I created the various signs and posters to be displayed during the event. Additionally, I sourced various natural objects (sticks/logs/stones) which were used to designate each ecovillages site, demonstrating my resourcefulness. This was A a significant challenge was the venue, the conference occurred in place unfamiliar to us, so I investigated, exploring the area and asked for support when needed from the conference hosts, to get my bearings. Additionally, I connected with the head of the technical team, where I successfully negotiated an agreement based on returning the borrowed tools on a daily basis, for the events set-up. Similarly, I developed my ability to solve problems and be adaptive through the limited materials available, which were essential to create the flags, signs and directions to the host of each designated area.
Overall, the event was a success, with a multitude of positive feedback, from the organisers and participants, as ‘Meet the Ecovillages’ was clearly established into the conferences agenda though its promotion in the gathered morning sessions. From this experience I have developed and learned about my ability to take initiative, my tenacity and resourcefulness when faced with restricted options. This has enabled me to realise that achievement, even with limited resources, can be tremendously successful when used wisely and creatively. I was left with a sense of accomplishment delivering an essential component of the conference as it was a key event that enabled collaboration and networking of fellow European ecovillages.
Environmental Science Degree Synthesis Presentation
In the summer of 2018, I compiled and presented a synthesis of the past two years of my Environmental Science degree, where I focused on the energy, farming and ethical subjects. As this was a self-initiated project to support my learning and development, my target audience was the Findhorn Foundation community which I have been involved with prior to university. Moreover, I hoped to educate, convey and critically analyse the complexity of environmental issues and the challenge that communicating scientific literature to the wider public can pose.
Preparing When preparing for the presentation itself, I revised and practised my script – committing to memory the facts, figures and ideas embedded within the presentation. Time-management was key throughout; specifically, I gave myself a week to practice orally, first by myself and then to family members, after which I sought feedback on my delivery. They advised me to slow my pace which I aimed to be mindful of during the real run, becoming a better reflective learner. Additionally, I went without prompts and hoped to engage the audience through open questions and inquiry into their own thoughts. I initiated this opportunity for dialogue by stating, during the introduction of the presentation, my openness for questions throughout but also clearly articulated that if the query required a more in-depth explanation, I would answer it during the final Q & A section.
Reflection, critical analysis, and time-management were the key skills that I developed when tackling the project. The knowledge I gained was affirmed and solidified the areas that I want to further my competency in, specifically ethics and values. I have developed my skills in how to effectively communicate and present environmental issues to a non-academic audience. As a result, I enabled an atmosphere that encouraged discussion, questioning and networking. From my presentation, I established new relationships and networked with individuals who wanted to further the discussion on working towards a sustainable future. Overall, this experience solidified my desire to connect and communicate environmental ideas to a wider audience in the future, educating and learning as I endeavour to do so.
Preparing When preparing for the presentation itself, I revised and practised my script – committing to memory the facts, figures and ideas embedded within the presentation. Time-management was key throughout; specifically, I gave myself a week to practice orally, first by myself and then to family members, after which I sought feedback on my delivery. They advised me to slow my pace which I aimed to be mindful of during the real run, becoming a better reflective learner. Additionally, I went without prompts and hoped to engage the audience through open questions and inquiry into their own thoughts. I initiated this opportunity for dialogue by stating, during the introduction of the presentation, my openness for questions throughout but also clearly articulated that if the query required a more in-depth explanation, I would answer it during the final Q & A section.
Reflection, critical analysis, and time-management were the key skills that I developed when tackling the project. The knowledge I gained was affirmed and solidified the areas that I want to further my competency in, specifically ethics and values. I have developed my skills in how to effectively communicate and present environmental issues to a non-academic audience. As a result, I enabled an atmosphere that encouraged discussion, questioning and networking. From my presentation, I established new relationships and networked with individuals who wanted to further the discussion on working towards a sustainable future. Overall, this experience solidified my desire to connect and communicate environmental ideas to a wider audience in the future, educating and learning as I endeavour to do so.
Third Year Dissertation
In my third year, I conducted a dissertation. The task was to create a 10,000-12,000-word document that was comprehensive and in-depth in its approach, methodology, reporting and critical analysis of specific literature and data. The aim of my study was to explore the social media platform of Facebook and its facilitation of traditional and digital environmental communication sources. One significant challenge of the project was how I was going to effectively organise and manage my time.
I first organised a weekly breakdown of tasks and created targets to be achieved throughout the process. I collected my data via desk-based research, qualitatively analysing secondary data from academic and grey literature (newspaper articles/social media/magazines etc). During the first two weeks, I began by reading literature that was generally associated with. The field of environmental research, at first, was overwhelming; however, as I began to identify relevant themes and areas in need of further research, my ability to identify points of discussion enabled the overwhelm to subside. As reading progressed, I chose more specific and relevant research papers to orient myself towards developing a deeper comprehension of the literature that reflected my area of focus. In addition, I had organised the opportunity to sit-in on two postgraduate classes, environmental politics and ideology and environmental ethics and behavioural change, to further my learning and contextualise, in a wider sense, the implications and impacts of environmental communication. I furthered my flexible and critical mindset and deepened my knowledge of the complex environmental issues.
Now that I have completed my dissertation, the overall experience has enabled me to further my development of my analytical skills and can be evidenced by my achievement of an A grade. I have deepened my knowledge of environmental communication and social media through extensive reading and evaluation of texts. Furthermore, the opportunity to contextualise and conduct research on environmental communication and develop it into my subject specialty was evident throughout the writing process, in addition to the audited classes I participated in. My ability to focus and balance new information and to formulate a critical perspective was also cultivated.. Overall, I found my third-year dissertation to be a rewarding experience, solidifying my passion for environmental communication. Furthermore, from the skills I have cultivated, they can be transferred to a couple of my career aspirations be it a PhD or environmental communicator where analytical, critical and research skills are essential.
I first organised a weekly breakdown of tasks and created targets to be achieved throughout the process. I collected my data via desk-based research, qualitatively analysing secondary data from academic and grey literature (newspaper articles/social media/magazines etc). During the first two weeks, I began by reading literature that was generally associated with. The field of environmental research, at first, was overwhelming; however, as I began to identify relevant themes and areas in need of further research, my ability to identify points of discussion enabled the overwhelm to subside. As reading progressed, I chose more specific and relevant research papers to orient myself towards developing a deeper comprehension of the literature that reflected my area of focus. In addition, I had organised the opportunity to sit-in on two postgraduate classes, environmental politics and ideology and environmental ethics and behavioural change, to further my learning and contextualise, in a wider sense, the implications and impacts of environmental communication. I furthered my flexible and critical mindset and deepened my knowledge of the complex environmental issues.
Now that I have completed my dissertation, the overall experience has enabled me to further my development of my analytical skills and can be evidenced by my achievement of an A grade. I have deepened my knowledge of environmental communication and social media through extensive reading and evaluation of texts. Furthermore, the opportunity to contextualise and conduct research on environmental communication and develop it into my subject specialty was evident throughout the writing process, in addition to the audited classes I participated in. My ability to focus and balance new information and to formulate a critical perspective was also cultivated.. Overall, I found my third-year dissertation to be a rewarding experience, solidifying my passion for environmental communication. Furthermore, from the skills I have cultivated, they can be transferred to a couple of my career aspirations be it a PhD or environmental communicator where analytical, critical and research skills are essential.