Open Call Collection OC-2018-2

Proposal Reference OC-2018-2-23619

Title: Connecting people through science and art

Acronym: SciArt

Summary

Scientific research has provided humankind with breakthrough discoveries which help unravel the nature ofthe Cosmos from the very big to the very small. To understand the role of frontier science and its impact insociety, students, including future scientists, need to be educated to be critical consumers of scientificknowledge. We need to design engaging activities that encourage critical and creative ways of thinking andenhance young people’s critical attitudes to science and its experiments. Education and outreach activitieswhich use art and creativity as vehicles to bring complex scientific issues at schools, such as the discovery ofnew elementary particles at CERN, pave a promising way towards this goal. When students get involved insuch activities they appreciate the challenges and limitations of an experiment or observation and as a resultdevelop a better understanding of the nature of scientific knowledge.

SciArt brings together actors in the fields of scientific research, communication, education and the arts whoare wishing to create and run a European network promoting the understanding of science and technologythrough an interdisciplinary approach. The consortium will plan new combined Science and Art exhibitions,competitions, workshops and presentations and will organize training events such as summer schools andworkshops for educators, artists and young researchers.

It is expected that throughout the duration of the project, more than 1,000 teachers, artists and youngresearchers will be mobilised to implement SciArt activities with more than 10,000 students. The project willtherefore connect all these people through science and art.

Key Expertise needed for evaluation Physical SciencesParticle physics (theory)Educational sciencesEducation: training, pedagogy, didacticsArtsVisual artsPhysical SciencesInstrumentation - telescopes, detectors and techniquesPhysical SciencesGravitational astronomy

KeywordsScience

Art

Education

Networks connecting people

Training

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1 S&T EXCELLENCE

1.1 SOUNDNESS OF THE CHALLENGE

1.1.1 DESCRIPTION OF THE STATE-OF-THE-ART

In order to understand Nature and the Laws governing our Universe, Modern Science has developed tools and techniques of sophistication. Modern discoveries are able to answer questions such as “What are we made of?”, “What is the nature of mass?”, “How did the Universe look like during its infancy”, which were once in the realm of Philosophy and speculation. Today, these questions can be quantified and answered in cutting edge experiments, thus expanding the boundaries of human comprehension far beyond our everyday practice. In order to organize and conduct the experiments needed to verify such hypotheses, scientists form international collaborations consisting of thousands of scientists and engineers and build gigantic research infrastructures dedicated to the pursuit of fundamental knowledge. Such an international, multicultural research infrastructure is CERN, with experiments aiming to discover the most fundamental laws of the Universe with unprecedented accuracy. Students and society in general are exposed to these scientific breakthroughs through media such as TV, newspapers, blogs or social media. However, the knowledge and skills needed to be able to comprehend the science behind these discoveries, are far beyond the reach of the school curricula. As a result, dedicated outreach activities have been developed by leading organizations involved in scientific research, science education and outreach, in order to bring students in touch with modern scientific research culture, demonstrate to them cutting edge scientific achievements and cultivate the skills needed in order the students to become ‘young researchers’ and explore on their own the fascinating world of modern science.

Throughout the last decades, a large effort in bringing elementary particle physics and astroparticle physics in the classroom has taken place both in a national and international level highly endorsed by leading European institutions in the field (APPEC: “European Astroparticle Physics Strategy 2017-2026”, “CERN’s communication strategy 2017-2020”). High energy physics (HEP) and Astroparticle Physics hold a great potential in bringing students closer to research and attracting them to scientific careers as it captures their imagination and motivates them. Furthermore, both the content knowledge as well as the ICT skills associated with it, provide a unique ground for teacher professional development. CERN, the largest European facility for HEP research supports many initiatives and projects, hosts summer student and teacher training programmes, organizes competitions, supports MasterClasses, experiments’-based initiatives and others. IPPOG, the International Particle Physics Outreach Group has developed MasterClasses with the help of CERN and Fermilab which are widely used at schools and universities with the aim to train students in the LHC experimental data analysis and enhance the collaboration between students’ groups from different countries. In the US, Quarknet, a national programme for professional teacher development has been established since 1998 and has contributed in the outreach of HEP in high schools. The new-born fields of Neutrino and Gravitational Wave Astronomy also have a great potential in terms of education and outreach and activities have already started being produced. Many interesting practices have been developed during the operation of such projects (for example: Cascade competitions for students in UK) and steps have been made towards the use of open data for educational purposes. In the framework of EU funded projects such as Learning with ATLAS@CERN, Discover the Cosmos, innovative ICT-enhanced and creativity enriched inquiry based approaches such as Mini-Masterclasses, virtual materclasses and Virtual Visits in Research Centers have been developed and implemented in educational interventions in many European Countries.

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These initiatives present a fertile ground for integrating HEP and Astroparticle Physics in school practice. However, their impact to the educational communities seems to be limited. The main problems the aforementioned approaches face are:

• The proposed educational activities present a high level of difficulty and sophistication of the topics addressed. A very small number of students are involved. The general students population is not involved in these events.

• The great gap between the subjects addressed by current school curricula as compared to latest discoveries in the field of Particle and Astroparticle Physics.

• These activities are mainly organised by research organisations and universities located in urban areas. Due to this fact their impact in sub-urban and rural areas is very limited.

• The lack of systematic, long term teacher training and support which will empower educators to bring frontier scientific issues in their classrooms with confidence.

• The sporadic nature of the aforementioned outreach activities that are based on a voluntary effort of researchers rather on experienced outreach teams and science communicators and educators.

• Scientific outreach is many times considered an extra cargo for practicing scientists.

In order to effectively disseminate the scientific knowledge generated by frontier science infrastructures, as well as the scientific culture of these institutions, a new outreach framework needs to be developed which:

• Will reach out, expand and help integrate the culture of large research infrastructures in formal education.

• Will promote interdisciplinarity, proposing new ways of communicating frontier science.

• Will bring frontier science in educational practice in an easier and more creative fashion in which art is a fundamental component, without downgrading the scientific content addressed.

• Will be supported by a strong, sustainable network of outreach practitioners who will be continuously trained, supported and empowered to create and implement new outreach activities.

• Will target researchers at an early stage of their careers in order to cultivate a culture of practicing outreach enthusiastically as part of their scientific mission and not as an unwanted obligation.

• Will provide people with both advantaged and disadvantaged backgrounds with training and initiative to learn more about frontier science.

As an answer to the need for the development of a new education and outreach framework, initiatives combining Frontier Science and Art have been proposed and tested. The integration of the arts in the field of Science Education provides a creative approach which takes advantage of artistic abstraction in order to allow students to experiment and play with concepts that are far beyond their reach in a typical classroom setting. Going back to the roots, at the period where science and art were combined, and following the example of personalities such as Leonardo Da Vinci who was a scientist, an engineer and an artist, one can design an arts enhanced outreach framework which utilizes artistic practices such as painting, dance, theatre, photography, exhibitions, data sonification and other artful activities in order to develop new outreach initiatives that will have students and the general public experience science in an active and playful fashion.

Recently, initiatives such as Art@CMS and CREATIONS, have explored the connections between frontier research and art with success, addressing complex scientific topics such as the Higgs boson or the detection of elementary particles using art and creativity as a vehicle, involving thousands of people in their events. More specifically CREATIONS initiative has created a pedagogical framework through which these education and outreach activities can be successfully implemented in secondary formal and informal education. Large Research infrastructures like CERN in Europe and Fermilab in the US have allocated resources to hire “Artists in Residence” who support the education and outreach programmes of the institutions.

Findings from these initiatives demonstrate that:

- The impact of the introduction of arts in science education is much higher than in traditional outreach programmes: Students who are involved in the arts are: 4 times more likely to participate in math and science fairs, 3 times more likely to win an award for school attendance and 4 times more likely to be recognized for academic achievement.

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- Both high and low performing students feel more comfortable working in an arts enhanced environment, as arts provide a forum where people can experiment, try, fail and retry without fear of being right or wrong.

The proposed action aims to set the pathway for the creation of a sustainable network of specifically trained outreach practitioners, scientists, artists and educators to rethink and redesign outreach programmes that will demonstrate a higher impact on formal education and potentially will manage to spread more effectively the large-scale infrastructures culture to schools’ curricula. Probing the world beyond sense perceptions is a key issue for both artists and scientist and involves a fusion of methods of both. Arts for the beauty’s shake will always have its place, but it must be more than pure art or indeed pure science. This will require radical changes in education beginning with curricula that train students in both, which in turn will lead to a new understanding of culture and the life itself, essential for taking onboard the rapid changes of the 21st century.

1.1.2 DESCRIPTION OF THE CHALLENGE (MAIN AIM)

In order to disseminate, enhance and establish a new creative-based framework for doing frontier science outreach, the SciArt action promotes the integration of art in standard science education and outreach practices in a broad and systematic fashion. SciArt will create, support, sustain and expand a pan-European network of Scientists with a focus on early stage Researchers, Artists, Outreach experts, Educators and Education Researchers by organizing training workshops, international summer schools and focused networking events.

1.2 PROGRESS BEYOND THE STATE-OF-THE-ART

1.2.1 APPROACH TO THE CHALLENGE AND PROGRESS BEYOND THE STATE-OF-THE-ART

SciArt follows a creative approach using art as a mediator between frontier research and school education, highlighting the collaboration across the Science, Art and Education fields. Arts provide a forum that can attract both highly motivated students and students who do not feel particularly confident in STEM subjects. Students, the intended end users of the proposed approach, learn about large research infrastructures such as CERN through creative workshops taking place in informal settings, they produce their own artworks based on science in formal education environments and communicate them in student-powered art and science exhibitions. They develop creative skills, critical thinking and learn how a scientist thinks by doing their own inquiries. Students can focus on specific details on their chosen topic and follow up their own research, thus obtaining scientific mindsets. The students involved in creative science education activities learn how to: act individually and collaborate, combine the scientific and the artistic mindset using creativity as a bridge, find artful ways to transform specific scientific concepts in abstract artistic expressions, learn how to think as scientists while exploring a cutting edge scientific issue.

To achieve these results, the proposed action will forge, sustain and expand partnerships between researchers, early stage researchers, educators and artists in order to produce education and outreach material which address complex scientific phenomena in an artful fashion. Already existent best practices will be identified and evaluated and new arts-based science education training material for teachers, science communicators, artists and young researchers along with educational activities and scenarios for students will be created (WG1).

In order to allow young researchers to forge partnerships with senior scientists of the field as well as teachers and artists, their mobility will be enhanced and excellence in education and outreach will be cultivated by providing well designed training activities. SciArt training activities for teachers and young researchers will be organized at local, national and international levels in the form of workshops, international summer schools, conferences and ‘train the trainer activities’ (WG2).

The proposed educational material and training events will be evaluated with regard to their effectiveness and pedagogical relevance following a specific evaluation design and utilizing cutting edge evaluation tools (WG3).

In order to maximize the impact of the SciArt action, a dissemination strategy will be organized including the organization of outreach events, participation in conferences and science fairs,

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publication in open access science and education journals, production and distribution of printed material, organization of a project website. Furthermore, a connection with already existent educational networks such as Scientix and informal science education networks such as Ecsite will be made and policy stakeholders will be informed of the action’s approach and recommendations through the production of policy guidelines and a SciArt roadmap (WG4).

1.2.2 OBJECTIVES

1.2.2.1 Research Coordination Objectives

The research coordination objectives of the SciArt action can be codified as follows:

• Develop a common understanding among participants of the use of arts in frontier

science education and outreach practices.

• Promote the exchange of ideas and coordinate the education and outreach activities of

different actors (teachers, scientists, artists) in order to develop a SciArt network for the

promotion and dissemination of frontier science using an arts-based interdisciplinary

approach.

• Provide a pool of best practices and implementation guidelines which combine science

and the arts to communicate complex scientific issues to students and the public.

• Provide teacher training material for teachers and young researchers who will be addressed

throughout the action’s duration.

• Investigate the pedagogical value and fit of the proposed interdisciplinary activities

through a detailed evaluation framework.

• Propose policy guidelines on the integration of interdisciplinary arts based science education

for complex scientific issues in school curricula.

• Cultivate a culture in young researchers of enjoying and dedicating effort in education and

outreach activities.

• Disseminate the SciArt education and outreach framework in a broad audience which

includes general public and policy stakeholders.

1.2.2.2 Capacity-building Objectives

The capacity building objectives of the SciArt action is two-fold. The high-level tier of capacity building proposed by SciArt promotes the capacity building of outreach practitioners in order to introduce artful practices in their activities. The end-level of capacity building proposed by this action empowers end users such as teachers to include the SciArt methodology in their teaching practices and students to approach science in a more holistic fashion which helps them think outside the box and understand scientific results through multiple representation, enhancing their creativity.

The above objectives can be codified as follows:

• Forge connection between the arts, education and the latest scientific discoveries in

the field of High Energy Physics.

• Support and promote exceptional young researchers, artists and educators in the field

of science communication.

• Provide young researchers with opportunities to enhance their education and outreach

profile by collaborating with pioneers in the field.

• Develop activities which will empower teachers to feel confident to teach modern science in

the classroom.

• Expose students in modern scientific discoveries in an artful fashion in order to increase their

science motivation and mobilize them to consider scientific careers.

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2 NETWORKING EXCELLENCE

2.1 ADDED VALUE OF NETWORKING IN S&T EXCELLENCE

2.1.1 ADDED VALUE IN RELATION TO EXISTING EFFORTS AT EUROPEAN AND/OR INTERNATIONAL LEVEL

The time period that this action is inaugurated presents a unique opportunity due to the most recent discoveries in particle physics (discovery of Higgs boson 2012), gravitational wave astronomy (discovery of gravitational waves from black hole and neutron star mergers in 2015, 2016, 2017) and the rise of multimessenger astronomy using neutrinos, gamma rays, optical telescopes (2018) among others. These scientific discoveries are well understood and the time is ripe in order to provide effective communication of them in secondary education. Many of the applicants have participated both in frontier science research and in science education research through EU funded collaborations and have established long standing collaborations throughout these activities. The proposed action will help welcome new actors, mainly young researchers in the fields of science and science education, artists, science communication alongside with educators and will provide them with training conveying accumulated experience and fostering new ideas through running of training workshops.

The SciArt action will focus in countries of the South-eastern Europe and specifically ITCs of the Balkans, aiming to spot and empower talented young female and male individuals to integrate arts-based science education practices in their outreach activities. The SciArt team includes key members of the Balkan Physical Society which is making a unique effort to enhance the European integration of the scientific groups operating in these countries. The proposed action will enhance the approach of related initiatives in the participating countries by creating a sustainable and expanding network of actors who will enrich these approaches exploiting the accumulated experience and setting the stage for bringing large scale innovation in science education and outreach.

2.2 ADDED VALUE OF NETWORKING IN IMPACT

2.2.1 SECURING THE CRITICAL MASS AND EXPERTISE

The proposed network aggregates expertise from the fields of frontier scientific research, formal and informal science education, science communication, technology, scientific policy as well as actors who have experience in introducing arts in science education and outreach. The SciArt network includes pioneers in the aforementioned fields with long standing experience as well as young and motivated researchers. The proposed network’s structure provides access to a large pool of young researchers as well as pre-service and in-service educators, as well access to a broad variety of dissemination channels across Europe in the fields of education and policy.

The action will promote dialogue between the educational and research communities in order to forge new partnerships and help bring cutting edge scientific breakthroughs in the broader public. Meanwhile, opportunities for young PhD researchers with specific focus on women and disadvantaged groups will be provided in order to make them more visible and promote their career aspirations.

2.2.2 INVOLVEMENT OF STAKEHOLDERS

In the course of the SciArt project’s lifetime, the consortium will seek to involve an ever growing number of stakeholders aiming to create a sustainable network for promoting frontier research education and outreach through the arts. The stakeholders invited to participate will be: Frontier Research centers in the fields of particle, astroparticle physics, gravitational waves astronomy and cosmology aiming to enhance their education and outreach activities.

- Educators including pre-service teachers - Science Museums - Teacher networks - Formal and informal science education stakeholders - Universities - Scientific societies - Policy makers - Artists

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- Science Communicators - General Public

In order to attract this diverse group of stakeholders, the SciArt action will organize 2 international conferences with an open call to all attended stakeholders and a multitude of outreach events taking place at national level. The SciArt action will also have strong presence in already existing science communication events such as the Researcher’s Night, the Ecsite conference, National Physics Society Conferences and meetings among others.

2.2.3 MUTUAL BENEFITS OF THE INVOLVEMENT OF SECONDARY PROPOSERS FROM NEAR NEIGHBOUR OR INTERNATIONAL PARTNER COUNTRIES OR INTERNATIONAL ORGANISATIONS

Not applicable.

3 IMPACT

3.1 IMPACT TO SCIENCE, SOCIETY AND COMPETITIVENESS, AND

POTENTIAL FOR INNOVATION/BREAK-THROUGHS

3.1.1 SCIENTIFIC, TECHNOLOGICAL, AND/OR SOCIOECONOMIC IMPACTS (INCLUDING POTENTIAL INNOVATIONS AND/OR BREAKTHROUGHS)

The expected impacts of the SciArt action can be codified as follows:

Short term impact

- Early stage researchers will benefit from the collaboration with experts in the field of science education and communication.

- Educators will benefit from receiving certified training and obtaining new ideas from frontier science to integrate them in their educational practice.

- Students who will be the end recepients of the SciArt approach through their teachers will be exposed to new scientific breakthroughs through an engaging and creative artful experience.

- Educators, young researchers and artists in remote areas will be given the opportunity to form new partnerships key actors in the field of science education, research and communication and open prospects for upgrade in their careers.

Long term impact

- Attracting primarily more than 1000 educators, members of outreach teams and early career young researchers and secondarily more than 10,000 students by the end of the proposed action.

- Research infrastructures will be convinced to invest more in science education and outreach thus reaching out to the public more massively and effectively.

- The integration of Artists in residence in research institutions of the participant countries will be promoted.

- The STEM to STEAM movement for including Arts in Science Education will be supported: Interdisciplinary approaches in science education will be promoted and curriculum changes will be proposed focusing on effective and creative ways to introduce frontier science in K12 education.

- New talents in the fields of education and outreach will be identified and promoted through the SciArt network.

- Addressed Students are expected to increase their science motivation and possibly be more inclined towards research careers, thus helping increase the European Research base with a focus on the ITC countries.

- Bringing frontier research in ITCs through SciArt will hopefully convince policy makers to increase these countries’ participation in large research collaborations such as experiments at CERN, through more robust national funding thus creating further career opportunities for young researchers and future scientists.

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- Educators, especially from ITCs will be motivated to participate in large research networks and learn how to utilize EU funding tools to promote their teaching and to forge partnerships with other schools and stakeholders across Europe.

3.2 MEASURES TO MAXIMISE IMPACT

3.2.1 KNOWLEDGE CREATION, TRANSFER OF KNOWLEDGE AND CAREER DEVELOPMENT

Knowledge creation

The SciArt action aims to contribute in the field of science education by proposing and evaluating new methodologies to bring frontier science in K12 education. Therefore knowledge creation in the field of creative pedagogy in the area of Physics is expected to play a prominent role in the SciArt approach.

Knowledge transfer

Knowledge transfer across the disciplines of frontier science, art and education will take place, as the SciArt approach utilizes scientific research results to produce arts based educational activities. The interdisciplinary approach of the proposed action will enhance the dialogue between the involved fields and will help produce a framework of cooperation across them.

Career Development

The proposed action will forge partnerships between researchers both established and early stage of their careers, educators, artists and science communicators. Early stage researchers will benefit from the interaction with high profile researchers at an international level and will create connections which will help them advance their career prospects.

Educators will be able to strengthen their career profiles through the training services provided by the SciArt action and will be able to forge partnerships both with researchers and other educators. These partnerships, along with an information session about the EU funding opportunities for K12 educators are foreseen to help them secure funding to expand their knowledge horizons and support their mobility across Europe.

Research infrastructures will be exposed to the arts based approach in science communication and education promoted by SciArt. Following the paradigm of large research infrastructures such as CERN and Fermilab who have hired artists in residence, one of the goals of the SciArt approach is to promote the involvement of artists in the outreach offices of more research infrastructures across Europe.

3.2.2 PLAN FOR DISSEMINATION AND/OR EXPLOITATION AND DIALOGUE WITH THE GENERAL PUBLIC OR POLICY

The project results and outcomes will be disseminated through the project’s website, online community environment as well as through the partners’ professional networks to science societies, science teacher professional unions as well as educational authorities at national and EU level.

The following activities will be carried out in the framework of SciArt’s dissemination design:

- Organization of dissemination events (2 per participating country).

- Dissemination of innovative methodological results to school networks, teacher communities, and educational academics through online participatory activities, harnessing the opportunities and tools provided by the e-twinning community (https://www.etwinning.net) and the Scientix portal (http://www.scientix.eu). The network will use also the well-established dissemination channels of the European and the Balkan Physical Society.

- Dissemination of the project’s results in national and international conferences (such as conferences of National Physics Societies, the European Physical Society and Balkan Physical Society), science fairs and science festivals (Such as the Athens Science Festival, the European Researcher’s Night).

- Dissemination of the project results to the research community, policy makers and curriculum developers. In this framework two international conferences will be organized by the end of the project

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in order to demonstrate the best practices developed by the SciArt consortium. The project consortium hopes to raise awareness and engage the associated stakeholders in a productive dialogue aiming to adopt and expand and enrich the SciArt approach beyond the termination of the project.

- Setting up a website to act as a point of reference for the project results, where all interested actors can find information about the project and its achievements, even after the completion of the project. The project website will be accompanied by dedicated social media channels such as Facebook, Twitter and also by printed material.

- Publication of at least 4 open access articles in peer reviewed journals.

4 IMPLEMENTATION

4.1 COHERENCE AND EFFECTIVENESS OF THE WORK PLAN

4.1.1 DESCRIPTION OF WORKING GROUPS, TASKS AND ACTIVITIES

The proposed working groups and their responsibilities on the implementation of the project are presented in table 4.1.

Table 4.1: SciArt Working Groups

WG1: Development of SciArt educational material

WG1 will investigate and identify the best arts-based science education practices which bring complex scientific topics such as high energy physics in secondary education. It will produce a framework (set of guidelines and recommendations) for the design of effective outreach activities. Following the proposed framework will produce a pool of creative solutions which will be able to be implemented with students as well as training material used for teacher training activities.

WG2: Training activities

WG2 will produce a set of training activities and will coordinate their implementation at national and international levels (workshops, summer schools, online participatory activities). WG2 will organize the short term scientific missions.

WG3: Impact assessment

WG3 will evaluate the pedagogical relevance and the impact of the WG2 training activities and will investigate the impact in end users’ understanding and motivation.

WG4: Dissemination

WG4 will be responsible for organizing the project’s dissemination strategy, for coordinating the project’s dissemination activities, for addressing the appropriate dissemination channels and forging connections with other projects, policy stakeholders and relevant initiatives.

4.1.2 DESCRIPTION OF DELIVERABLES AND TIMEFRAME

Table 4.1.2.2 describes the deliverables for all the Working Group Activities:

Table 4.1.2.1: Deliverables for working group activities

Working Groups Deliverables

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WG1: Development of SciArt framework and Solutions

- D1.1: SciArt Framework and practices (M3) - D1.2: Creative SciArt solutions (M3, M24, M48) - D1.3: Training manual (M6)

WG2: Training activities - D2.1: Localized Implementation Plan (M5) - D2.2: Report on training activities (M12, M24, M36, M48)

WG3: Evaluation and impact assessment

- D3.1: Evaluation framework (M5) - D3.2: Evaluation tools (M12) - D3.3: Evaluation report(M24, M36, M48)

WG5: Dissemination

- D4.1: Project Website and social media channels (M12). - D4.2: Printed Dissemination material (M7). - D4.3: Report on dissemination activities (M12, M24, M36,

M48). - D4.4: Open access publications in peer reviewed journals.

(M48).

Within the 4 years of the duration of the proposed action, training and dissemination events will be performed according to the detailed Gantt chart presented in table 4.1.4.1. An overview of the timeframe of the events taking place throughout the duration of the project can be found in table 4.1.2.2:

Table 4.1.2.2: Overview of the SciArt training activities

General meetings Year 1 Year 2 Year 3 Year 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Kick-off events (KE)

MC Meetings

WG Meetings

Yearly Workshop (YW)

Training School (TS) g

Mid-term conference (MTC)

Final conference (FC)

4.1.3 RISK ANALYSIS AND CONTINGENCY PLANS

The objective of the risk management procedure is to provide the process and techniques for the identification, evaluation, prevention and control of potential project risks. In the proposed methodology, the risk management process consists of two activities:

Risk Analysis: Involves the identification of a risk, the assessment of its importance and the evaluation of whether the risk level is higher than the risk that could be accepted for the project.

Risk Management: Involves the planning of the required activities to handle the risk, the evaluation of the results, as well as the development of prevention mechanisms in order to

Timely awareness of and reaction to potential problems will be crucial to effective risk management. The most important risk that a project faces is the operational risk, that is, the possibility that the project will not be completed within its time schedule, with the proposed resources, or according to its quality requirements. That is why it is essential for the SciArt project to effectively manage changes. Changes may arise in user requirements, project scope, project cost, time-schedule or techniques

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employed. In the SciArt project, change management will be realised with standard activities ensuring that potential changes will happen only if necessary and that they will be reported appropriately. This involves the evaluation of the necessity of a change and the assessment of its consequences. Our objective is to avoid reasonless project breaks, budget excess and uncontrolled time-schedule extensions.

Respectively, external risks refer to possible low response from stakeholders, to the consortium’s call for participation. This is a known danger in this kind of research, and will be addressed by forming greater initial samples that needed (so that through a reasonable response rate the wished participation is achieved), as well as through continuous monitoring of the size and balance of the various samples, so that adjustments are made as need may arise. In addition, all existing limitations (e.g. legal, regulatory, cultural) regarding the participation of stakeholders will be taken into account from the beginning of the project and monitored closely thereafter, to avoid conflicts with the country and institution contexts that would cause damage to the work program.

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4.1.4 GANTT DIAGRAM

The detailed Gantt diagram of the proposed action can be found in the following table:

Table 4.1.4.1: Gantt diagram of the SciArt action

References[1] Como 2014; ART@CMS and SCIENCE&ART@SCHOOL: Novel Education and CommunicationChannels for Particle Physics. Proceedings of the 14th ICATPP Conference, Vol. 1, 728-736.

[2] EPS 2015; ATLAS and CMS Virtual Visits: Bringing Cutting Edge Science into the Classroom andBeyond. The European Physical Society Conference on High Energy Physics, Vienna, 22-29 July.

[3] LHCP2016; STEAM: Education and Communication with Art at ATLAS and CMS. Fourth Annual LargeHadron Collider Physics. Lund, 13-18 June.

[4] ICHEP2016; art@CMS SciArt Workshops. 38th International Conference on High Energy Physics,Chicago, 3-10 August

[5] M. Bardeen, K.E. Johansson, M. Jean Young: “Particle Physics Outreach to Secondary Education,Annu.Rev.Nucl.Part.Sci.2011.61:149-170

[6] M.Bardeen, M. Wayne, M. Young: “Quarknet: A Unique and Transformative Physics Education Program”,Educ. Sci.2018,8, 17; doi:10.3390/educsci8010017www.mdpi.com/journal/education

[7] Inspiring Science Learning: Designing the Science Classroom of the Future, Adv. Sci. Lett. 4, 3304-3309.

[8] Craft, A. (2011), Creativity and Educational Futures. Stoke on Trent: Trentham Books

[9] Chappell, K., Craft, A., Rolfe, L., Jobbins, V. (2012). Humanising Creativity: valuing our journeys ofbecoming. International Journal of Education and the Arts. 13:8 1-35.

[10] Gobo, Giampietro (2005). The Renaissance of Qualitative Methods [22 paragraphs]. ForumQualitative Sozialforschung / Forum: Qualitative Social Research, 6(3), Art. 42, http://nbn-resolving.de/urn:nbn:de:0114-fqs0503420. Accessed on 9/2016

[11] LIGO: www.ligo.caltech.edu

[12] CTA observatory education and outreach: https://www.cta-observatory.org/outreach-education/

[13] ORIGIN network: https://originnetwork.web.cern.ch/

[14] Art@CMS:http://artcms.web.cern.ch/artcms/

[15] CREATIONS project: http://creations-project.eu

[16] IPPOG:http://ippog.org

[17] Ecsite:https://www.ecsite.eu

[18] Scientix:www.scientix.eu

COST Mission and PoliciesThe SciArt action brings together expertise in the fields of frontier science, education and the arts, involvingstakeholders from 13 COST member countries. Following the cataclysmic rate of scientific discoveries infrontier science and technology, the action utilizes a new, emergent, arts-based science educationframework and provides training to young researchers, educators, artists and outreach groups in order todisseminate these discoveries at scale in students and the general public in a creative and playful fashion,aiming to reach more than 10,000 students and train more than 1,000 individuals at an international level.The project will connect all these people through science and art.

In this framework, SciArt aims to develop and expand a network of outreach practicioners and contentcreators who will be able to convey the scientific discoveries of cutting edge science as well as the no-borders culture of large research infrastructures in K12 education and the general public. Theinterdisciplinary nature of the proposed action will help to increase knowledge transfer across the associatedthematic fields as well as across countries.

Taking into account the high levels of interest of less advantaged countries in the developments of frontierscience, the SciArt consortium, consisting of COST ITCs at a percentage higher than 50% will have specialfocus on the countries of Southeastern Europe. Young researchers who will be involved in and lead thetraining activities will have a great benefit as they will be able to collaborate with leading experts in the fieldsof frontier Science, Education and Outreach at an international level and will be provided with the means tosystematically integrate outreach in their everyday practice. Forging connections with large educationalnetworks of Europe such as Scientix, National Scientific Societies and drawing support from large frontierresearch infrastructures, SciArt will act as a medium for exchange of good practices among trainees and willhelp make excellent young researchers more visible to the scientific and educational communities of Europe,regardless their gender, age or geographic location. The foreseen SciArt network will be sustainable andcontinue its growth beyond the termination of the proposed action, aiming to contribute in transforming theimpression on frontier science of European citizens in general and students in particular, thus contributing inthe increase of their science capital and hopefully inspiring more young students to follow research careersin the future.

Network of Proposers - Features

COST Inclusiveness target countries 61.54 %

Number of Proposers15

Geographic Distribution of Proposers

Country ITC/ non ITC/ other Number of institutionsfrom that country

Number of researchersfrom that country

Percentage of theproposing network

Albania ITC 1 1 6.67 %

Austria non ITC 1 1 6.67 %

Bosnia and Herzegovina ITC 1 1 6.67 %

Bulgaria ITC 2 2 13.33 %

Croatia ITC 1 1 6.67 %

Finland non ITC 1 1 6.67 %

Greece non ITC 1 2 13.33 %

Italy non ITC 1 1 6.67 %

Montenegro ITC 1 1 6.67 %

Romania ITC 1 1 6.67 %

Serbia ITC 1 1 6.67 %

United Kingdom non ITC 1 1 6.67 %

fYR Macedonia ITC 1 1 6.67 %

Gender Distribution of Proposers53.3% Males46.7% Females

Average Number of years elapsed since PhD graduation of Proposers with a doctoral degree22.1

Number of Early Career Investigators3

Core Expertise of Proposers: Distribution by Sub-Field of Science80.0% Physical Sciences 6.7% Biological sciences 6.7% Educational sciences 6.7% Materials engineering

Institutional distribution of Network of Proposers

73.3% Higher Education & Associated Organisations13.3% Business enterprise13.3% Private Non-Profit without market revenues, NGO

Higher Education & Associated Organisations:11

Number by Field of Science of Department/Faculty of Affiliation Physical Sciences:11 Number by Type Research Oriented:4 Education Oriented:7 Number by Ownership Fully or mostly public:11

Business enterprise:2

Number by Market sector of unit of affiliation Education:2 Number by Type Public enterprises:1 Private enterprises:1 Number by Ownership and International Status Independent Enterprise:2 Number by Size Large company:2

Private Non-Profit without market revenues, NGO:2

Number by Type Advocacy/Membership Organization:1 Other:1 Number by Level National:2

COST Country Institutions(13) : Albania , Austria , Bosnia and Herzegovina , Bulgaria , Croatia ,Finland , Greece , Italy , Montenegro , Romania , Serbia , United Kingdom , fYR Macedonia Near-Neighbour Country Institutions(0)COST International Partners(0)European Commission and EU Agencies(0)European RTD Organisations(0)International Organisations(0)

Network of Proposers - Details

Main Proposer's Details

Title: Dr

First Name: Michael Gender: M

Last Name: Hoch Years from PhD: 20

Email: michael.hoch@cern.ch Telephone Number: +41754115720

Institution: OeAW

Address of theInstitution:

Nikolsdorfer Gasse, 1050 Vienna, Austria

Type of Institution: Higher Education& AssociatedOrganisations

Sub-field of Scienceof Department:

Physical Sciences Core Area ofExpertise:

PhysicalSciences (Highenergy andparticlesastronomy, X-rays, cosmicrays, gammarays, neutrinos)

Secondary Proposers’ DetailsAlbania

Prof Mimoza Hafizi (University of Tirana [Department of Physics])Participating as Secondary Proposer

E-mail: mimoza.hafizi@fshn.edu.alTelephone: 0035542240805Core Expertise: Physical Sciences: Astrophysics, astronomy, space sciencesGender: FYears from PhD: 23

Bosnia and HerzegovinaMs Jelena Kalinic (Society for science advocacy "Science and the World" - Society for science

advocacy "Science and the world")Participating as Secondary Proposer

E-mail: jkalinic10@gmail.comTelephone: +387 61 556 857Core Expertise: Biological sciences: Science JournalismGender: FYears from PhD: 0

BulgariaProf Leandar Litov (University of Sofia)

Participating as Secondary ProposerE-mail: leandar.litov@cern.chTelephone: +35928161410Core Expertise: Physical Sciences: Instrumentation - telescopes, detectors and techniquesGender: MYears from PhD: 28

Prof Boyka Aneva (Foundation Open Science - Foundation Open Science)Participating as Secondary Proposer

E-mail: 999blan@gmail.comTelephone: 00359896670894Core Expertise: Physical Sciences: Quantum physicsGender: FYears from PhD: 37

CroatiaProf Ivica Puljak (University of Split - Faculty of Electrical Engineering, Mechanical Engineering

and Naval Architecture)Participating as Secondary Proposer

E-mail: Ivica.Puljak@fesb.hrTelephone: +385915389040Core Expertise: Physical Sciences: High energy and particles astronomy, X-rays, cosmic rays,gamma rays, neutrinosGender: MYears from PhD: 18

FinlandDr Kati Lassila-Perini (Helsinki Institute of Physcis - Helsinki Institute of Physics)

Participating as Secondary ProposerE-mail: kati.lassila-perini@cern.chTelephone: +41-22-7679354Core Expertise: Physical Sciences: Experimental particle physics

Gender: FYears from PhD: 19

GreeceMr Emmanuel Chaniotakis (ELLINOGERMANIKI AGOGI [Research and Development ])

Participating as Secondary ProposerE-mail: echaniot@ea.grTelephone: 00302108176790Core Expertise: Educational sciences: Education: training, pedagogy, didacticsGender: MYears from PhD: 0

Dr SOFOKLIS SOTIRIOU (ELLINOGERMANIKI AGOGI [Research and Development])Participating as Secondary Proposer

E-mail: sotiriou@ea.grTelephone: 00306978118287Core Expertise: Physical Sciences: Astrophysics, astronomy, space sciencesGender: MYears from PhD: 20

ItalyDr Chiara Mariotti (INFN)

Participating as Secondary ProposerE-mail: chiara.mariotti@cern.chTelephone: +41754113526Core Expertise: Physical Sciences: experimental particle physicsGender: FYears from PhD: 27

MontenegroProf Gordana Lastovicka-Medin (University of Montenegro [Faculty of Mathematics and

Naatural Sciences])Participating as Secondary Proposer

E-mail: gordana.medin@gmail.comTelephone: +382 20 414 255Core Expertise: Physical Sciences: High energy and particles astronomy, X-rays, cosmic rays,gamma rays, neutrinosGender: FYears from PhD: 21

RomaniaProf Radu Constantinescu (UNIVERSITY OF CRAIOVA)

Participating as Secondary ProposerE-mail: rconsta@central.ucv.roTelephone: +40251413844Core Expertise: Physical Sciences: Astrophysics, astronomy, space sciencesGender: MYears from PhD: 11

SerbiaProf Goran Djordjevic (Faculty of Science and Mathematics)

Participating as Secondary ProposerE-mail: gorandj@junis.ni.ac.rsTelephone: +38118274660Core Expertise: Physical Sciences: CosmologyGender: MYears from PhD: 19

United KingdomDr mick storr (University of Birmingham [School of Physics])

Participating as Secondary ProposerE-mail: mick.storr@cern.chTelephone: +41754110104Core Expertise: Physical Sciences: Experimental Particle Physics Gender: MYears from PhD: 0

fYR MacedoniaProf Mimoza Ristova (Ss Cyril and Methodius University)

Participating as Secondary ProposerE-mail: mima.ristova@gmail.comTelephone: +38971214013Core Expertise: Materials engineering: Thin filmsGender: FYears from PhD: 22

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