Science communication includes the efforts of natural, physical and social scientists, communications professionals, and teams that communicate the process and values of science and scientific findings to non-specialist audiences outside of formal educational settings. The goals of science communication can include enhanced dialogue, understanding, awareness, enthusiasm, improving decision making, or influencing behaviors. Channels can include in-person interaction, online, social media, mass media, or other methods. This session invites presentations by individuals and teams on science communication practice, research, and reflection, addressing questions like:

What kind of communication efforts are you engaging in and how you are doing it?
How is social science informing understandings of audiences, strategies, or effects?
What are lessons learned from long-term communication efforts?

This session invites you to share your work and join a community of practice to inform and advance the effective communication of earth and space science.

Interdisciplinary collaboration between artists and geoscientists are becoming increasingly invaluable in communicating complex geoscience subjects to non-experts. Topics such as climate change can be contradictory and confusing to the general public, particularly in terms of uncertainty and impact. It is therefore vital that STEM communicators work to find alternative methods to enable dialogue between experts and the wider public on how to face and respond to these increasingly prevalent topics. It is becoming increasingly evident that both the scientific and the artist communities have a shared interest and responsibility in raising awareness of the limits to our planetary boundaries and the fragile stability and resilience of our Earth-System. In the past, this issue has been addressed mostly through traditional educational methods. However, there is mounting evidence that science-art collaborations can play a pivotal and vital role in this context by co-creating new ways of research and by stimulating the discussion by providing emotional and human context through the arts.

This session will combine a traditional academic poster session showcasing interdisciplinary research which will explore the dialogues between the geosciences and the arts alongside a display of art that aims to visually showcase these practises in action. Through symbiotically mixing STEM and the arts together in this way, the session aims to enable a discussion on how to use the two to explore and communicate the social, economic, political and environmental factors facing society and drive improved communication.

Games have the power to ignite imaginations and place you in someone else’s shoes or situation, often forcing you into making decisions from perspectives other than your own. This makes them powerful tools for communication, through use in outreach, disseminating research, in education and teaching at all levels, and as a method to train the public, practitioners and decision makers in order to build environmental resilience.

Games can also inspire innovative and fun approaches to learning. Gamification and game-based approaches add an extra spark of engagement and interaction with a topic. Gaming technology (e.g. virtual reality) can transport and immerse people into new worlds providing fascinating and otherwise impossible experiences for learners.

In this session we welcome contributions from anyone who has used games, gaming technology, and/or game-based approaches in their research, their teaching, or public engagement activities

The effectiveness of risk mitigation depends not only on the scientific community (e.g., hazard assessments) but also on how well-informed and prepared societies (the general public, authorities, media, etc) are about the risk itself. It is thus crucial to train the (local and national) population enabling them to increase their preparedness for disasters and, consequently, improve society’s resilience.
For this purpose, science communication and citizen science are becoming increasingly significant in an era challenged by various uncertainties. Thereby scientists and experts play an important role in establishing certainty in the public opinion field and in improving the communication efforts of the institution in charge of public communication.
It is therefore of fundamental importance, for the scientific and civil community, to disseminate information on risk to create greater individual awareness and sensitivity, and to enable all citizens to make a tangible contribution to society resilience through virtuous behaviour in everyday life, even outside the school/work environment.

This session is dedicated to scientists, science communicators, and practitioners with a particular focus on Early Career Scientists. The aim of the session is to create a space for discussion on both best practices and theoretical approaches when practicing science communication or citizen science. Welcomed are submissions exploring different means for sharing or producing risk information related to natural or/and anthropogenic hazards taking into account different aspects (e.g., stakeholders, cultural context, temporality, uncertainties). Of special interest are contributions addressing the dynamics of risk communication from preparing over responding to recovering from a crisis. Moreover, communications on how
to evaluate the impacts of such efforts and how to include science communication in a scientist's daily activity are welcome.

This session aims to raise awareness amongst the EGU geosciences community of the wider societal and cultural importance of stone legacies and geoheritage through their cultural, architectural, and exceptional geological significance.
The Earth is a highly complex, variable and changing planet, and the study of this diversity and it's appreciation, protection and use is the major question for humanity. Within this framework the Lithosphere and it's interactions through the surface with the atmosphere, biosphere, and anthroposphere is studied through the disciplines of diversity, geoheritage and though stones we use for architecture, sculpture, decoration and other uses. These seamlessly interface with anthroposphere aspects, such as buildings, construction, resources, protected areas and reserves, and merges with biosphere, hydrosphere and atmosphere into natural diversity and natural heritage.
All the above iterations can be seen in both our stone buildings and in their source quarries and in comparable natural geosites. Contributions on diverse themes such as relevance of stone heritage and geoheritage vis-à-vis cultures, architecture, sustainability, geological history of earth, sustainable restoration and conservation of stone built cultural heritage and natural geological sites are invited for this session. Elements relating to the structuring of geological knowledge through geoheritage to link with society, including participatory approaches will be also welcomed.
The proceedings of the session will be subsequently organised into a International Journal of Geoheritage and Parks special volume.

After over 800 years of quiescence, the Fagradalsfjall eruptions in 2021 and 2022 may mark the onset of a new cycle of volcanism and unrest across the Reykjanes Peninsula in SW-Iceland. The eruptions followed periods of intense seismicity and deformation triggered by the injection of feeder dikes. The compositions of the erupted lava, melt inclusions, and gas emissions suggested pre-eruption storage from near-moho depths. Over the course of the eruption, the lava composition displayed significant compositional change over time that suggested the rapid mixing of melt batches of different source depth and affinity. Variably pulsating effusion and degassing behavior challenges the traditional views of volcanic plumbing systems. The eruptions were, and still are, popular tourist attractions, posing challenges to safe crowd management in active volcanic areas. Now we ponder: what's next?

We welcome submissions on volcanic systems of the Reykjanes Peninsula; their plumbling systems, eruptive products, and impacts. We particularly encourage comparative studies across different regions and disciplines.

Topics may include, for example: physical volcanology of eruptive products and eruptive behavior; lava flow modeling; acoustic studies; petrology; geochemistry and interaction with groundwater; studies of volcanic gases; crustal deformation; seismology; volcano monitoring; social effects; health effects; hazard mitigation; tectonic implications; volcano-tectonic interactions; atmosphere-climate interactions, etc.

The work of scientists does not end with publishing their results in peer-reviewed journals and presenting them at specialized conferences. In fact, one could argue that the work of a scientist only starts at this point: outreach. What does science outreach mean? Very simply, it means to engage with the wider (non-scientific) public about science.
The way of doing outreach has radically changed in the last decades, and scientists can now take advantage of many channels and resources to tailor and deliver their message to the public: to name a few, scientists can do outreach through social media, by writing blogs, recording podcasts, organizing community events, and so on.
This short course aims to give practical examples of different outreach activities, providing tips and suggestions from personal and peers’ experiences to start and manage an outreach project. Specific attention will be paid to the current challenges of science communication, which will encompass the theme of credibility and reliability of the information, the role of communication in provoking a response to critical global issues, and how to tackle inequities and promote EDI in outreach, among others.
The last part of the course will be devoted to an open debate on specific hot topics regarding outreach. Have your say!

How can scientists and governments ensure that their communication resonates more deeply with citizens without resorting to the manipulative tactics used by those who seek to undermine liberal democracy? How can scientific and government actors ensure their communications are equally meaningful and ethical?

This Short Course will combine insights from state-of-the-art scientific knowledge, novel empirical research on values-targeted communication strategies, and a deep understanding of practitioners’ and citizens’ attitudes on these topics. Examples from the European Commission’s Joint Research Centre will be used to share practical guidance for scientists who need to successfully navigate the policy world.

Science has long been a source of inspiration for artists, writers and other creative professionals, but as anyone who has seen a science-based film can tell you, the gap between inspiration and fact can sometimes be wide. So what do you do if you are approached by an artist or creative profession to collaborate on a project? How do you ensure that your subject is represented accurately, whilst at the same time respecting the artist’s creative freedom? And how do you find a creative professional to collaborate with you on your research?

In this short course we will explain some basic tips to help you with these issues, from the very first step of contacting, or being contacted by a creative professional, understanding the collaborative brief and how to write one, how the working styles of artists and scientists are different (and the same) and how to decide where the boundary between fact and fiction lies for you. Drawing experience from artists who have worked with scientists and scientists who have worked with artists across a range of mediums from theatre, opera, and dance, to sculpture, creative writing and painting, this short course will give you the information you need to collaborate with confidence.

If you think your research is important and can make a difference in the world, but aren’t writing papers about making the world realize this, this is the session for you! To us, geoscience communication spans education, outreach, engagement and any studies into how any public (e.g. government, industry, an interest group) interacts with or consumes the geoscience that is your core business.

The session is a drop-in ‘clinic’ with the journal editors, so bring your ideas and questions!

The session will consist of roughly 10 mins of us talking, followed by small group or 1-to-1 discussion with a Geoscience Communication editor about your research idea – or how to integrate research into your geoscience communication activity (i.e. make it publishable).

It doesn’t matter if you know very little already. No question is too basic. It doesn’t matter how well developed (or not) your idea is. We can help you think about how to improve it, and to make it publishable – of course, we’d prefer Geoscience Communication. Alternatively, you could be an experienced geoscience communication practitioner who gets on with doing it, getting results, rather than writing a paper on it. In that case, we’d like to convince you that trying to publish is worth it!

In this session we encourage contributions of general interest within the Higher Education community which are not covered by other sessions. The session is open to all areas involving the teaching of geoscience and related fields in higher education. Examples might include describing a new resource available to the community, presenting a solution to a teaching challenge, pros and cons of a new technique/technology, linking science content to societally relevant challenges/issues, developing critical thinking skills through the curriculum and effective strategies for online/remote instruction and/or hybrid/blended learning.

The state of the planet, especially climate and ocean (C&O), has become even more dire than just a year ago. Some quotes (mostly 2022) will illustrate this:
• The world is halfway through the time allocated for achieving the SDGs and the UN reports [that] countries have gone backwards on most of them. Bendell.
• Our world is suffering from the impact of unprecedented emergencies caused by the climate crisis, pollution, desertification and biodiversity loss. UN Secr-General, Guterres.
• Multiple climate tipping points could be triggered if global temperature rises beyond 1.5°C above pre-industrial levels. This will be disastrous for people across the world. futureearth.org, McKay, Rockström.

System-wide C&O education, with a good dose of geoethics, is a crucial key to reducing the impending tragedy. Thus C&O educators carry a great geoethical responsibility for the health of the Earth and the life that it carries, including humans. This also is a well-supported idea:
• Climate literacy is the key to a greener future. Conner.
• Understanding human behavior and the social drivers of climate change are essential for the public to fully appreciate the climate system. Shwom et al.
• Improved science and climate literacy are needed for planetary citizens to better understand the implications of global change. Harrington.
• Creating a climate-literate population is key to driving green jobs – and ambitious climate action. earthday.org
• It is about empowering people with tools, to better use that ocean knowledge to become more responsible and able to take decisions that involve ocean resources. Santoro, 2022.

The state of the climate and the related urgent need for climate education are captured in this quote:
• Since the IPCC (2018) 1.5°C Report, the global climate emergency has become widely acknowledged. With all adverse climate change indicators at record highs and global emissions still increasing, political will needs to be driven, hard and fast, making climate change literacy a survival imperative for civilization. Carter.

The above can be applied, mutatis mutandis, to related threats, such as biodiversity, pollution, food security and fossil-fuel-driven war. We welcome presentations from all cultures on a broad range of topics, from hands-on pedagogical methods and practices, through geo-communication, curriculum matters, outreach and research, to policy and its implementation.

Hydrology training, education and teaching is central to advancement of hydrological sciences, practice and policy. This session aims to revive the earlier discussions on hydrology education while taking a fresh perspective on the transformative principles and approaches required in a new era of advanced technology, knowledge generation and science governance. The transition to online education (during the covid-19 lockdown), the rising interdisciplinary nature of hydrology as well as greater support for open as well as citizen science emphasises the need for hydrologists to adapt their teaching and learning processes. These include curriculum development, design of hybrid teaching formats (e.g., online field trips), inclusion of coding and laboratory experiments in classes, creating open educational resources and tools, testing new examination methods, and transdisciplinary learning. With increasing scope and responsibility of teaching, there is also greater interest in teaching as an academic career path. Overall, it is high time that the hydrology community take steps towards envisioning a better future for hydrology education. To this end, our session gives the opportunity for a joint dialogue between teaching enthusiasts. We invite contributions, especially by early career scientists, that share experiences (e.g., lessons learned, best practices), offer critical perspectives (e.g., the need for a new hydrology textbook) or discuss future ways forward (e.g., establishing more BSc degrees in hydrology).

We will start off with the solicited presentation by Christopher Skinner (virtual). Next, the first half will be dedicated to on-site poster presentations (5 min/poster) with a kickoff tour guided by conveners (random visitors can join whenever they do); while the second half will be for a virtual component on gather.town.

Luisa Cristini - Alfred Wegener institute, Bremerhaven, Germany
Daniela Henkel – GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany
Sofia Mariano - National Institute of Geophysics and Volcanology, Rome, Italy
Paola Materia - National Institute of Geophysics and Volcanology, Rome, Italy
Sylvia Walter – Utrecht University, Utrecht, Netherlands
Geertje ter Maat - Utrecht University, Utrecht, Netherlands

Research Management is recognized as a top priority in the European Research Area Policy Agenda. The EU intends to develop a Science Management Initiative to pilot a European network for research and innovation managers through Horizon Europe, explore European training and certification programmes, and provide policy support for Member States through mutual learning platforms on science management.
Nevertheless, scientific coordinators have to deal with more and more research management tasks, consequently, the lack of strategic support by project managers is becoming an obstacle in the scientific European community. The more experienced scientists, who have a crucial role in the evaluation process, strongly consider management skills a prerequisite of a scientific proposal.
Researchers are demanding to collaborate with specialized research management professionals but also to acquire new knowledge and skills to carry out successful research projects, ranging from project management practices to leadership and strategy skills.

This session is directed at project managers, coordinators, researchers, and project management practitioners in general who are keen to exchange experiences about the challenges faced and the solutions adopted in performing research management. The session is also addressed to the scientific community that has experienced managing their own research projects, programmes and groups as well as research infrastructures. We invite colleagues to submit contributions that may help to address the discussion on the following topics:

- Portfolio, Programme and Project Management experiences and best practices
- Practical experience through the project lifecycle
- Challenges and solutions for stakeholder engagement
- Integration of risk management approaches
- Performance management and KPIs
- Different project management approaches in academia and in the industry sector
- Workflow management in research
- Institutional support services to scientists
- The future of Research Management
- Career development for Research Managers

A well-designed experiment is a crucial methodology in Soil Science, Geomorphology and Hydrology.
Depending on the specific research topic, a great variety of temporal and spatial scales is addressed.
From raindrop impact and single particle detachment to the shaping of landscapes: experiments are designed and conducted to illustrate problems, clarify research questions, develop and test hypotheses, generate data and deepen process understanding.
Every step involved in design, construction, conduction, processing and interpretation of experiments and experimental data might be a challenge on itself, and discussions within the community can be a substantial and fruitful component for both, researchers and teachers.
This PICO session offers a forum for experimentalists, teachers, students and enthusiasts.
We invite you to present your work, your questions, your results and your method, to meet, to discuss, to exchange ideas and to consider old and new approaches.
Join the experimentalists!

The realization and use of digital outcrops has become a routine way to collect and share geological information, both quantitively and qualitatively. This session aims to promote optimal workflows and expertise sharing through contributions where the use of digital outcrop models and – more in general – virtualization has been essential for the fulfillment of application and project goals. This includes research, education, outreach, and dissemination. We welcome all contributions based on digital outcrops including (i) geological case studies, (ii) methodological studies related to 3D modelling and interpretation (e.g. photogrammetric survey design, model reconstruction, interpretation, data extraction and automation, statistical analysis), (iii) construction and delivery of virtual field trips, (iv) application in geoscience education, (v) public outreach involvement, and (vi) improving diversity, equity, and inclusion. Early-career scientists and students are particularly encouraged to submit a contribution.

Following the success of previous years, this session will explore reasons for the under-representation of different groups (cultural, national and gender) by welcoming debate among scientists, decision-makers and policy analysts in the geosciences.

The session will focus on both obstacles that contribute to under-representation and on best practices and innovative ideas to remove those obstacles. Contributions are solicited on the following topics:

- Role models to inspire and further motivate others (life experience and/or their contributions to promote equality)
- Imbalanced representation, preferably supported by data, for awards, medals, grants, high-level positions, invited talks and papers
- Perceived and real barriers to inclusion (personally, institutionally, culturally)
- Recommendations for new and innovative strategies to identify and overcome barriers
- Best practices and strategies to move beyond barriers, including:
• successful mentoring programmes
• networks that work
• specific funding schemes
• examples of host institutions initiatives
- COVID- related data, discussions and initiatives
This session is co-organised with the European Association of Geochemistry (EAG) and the European Research Council (ERC).

Geoscience expertise is essential for the functioning of modern societies, to address many of the most urgent global problems, inform decision-making, and guide education at all levels, by equipping citizens to discuss, shape and implement solutions to local, regional and global social-environmental problems. In recent years, geoscientists have become more and more aware of ethical responsibilities to put their knowledge at the service of society, foster public trust in geosciences, and reflect on the environmental footprint of research practices. Geoethics aims to provide a common framework for orienting geoscientists’ concerns on delicate issues related geoscience-society interaction and to nourish a discussion on the fundamental principles and values which underpin appropriate behaviors and practices, wherever human activities interact with the Earth system.
The goal of the session is to foster the discussion on the following spectrum of topics:
- philosophical and historical aspects of geoscience, their contemporary relevance and role in informing methods for effective and ethical decision-making;
- geoscience professionalism and deontology, research integrity and issues related to harassment and discrimination, gender and disability in geosciences;
- ethical and social questions related to the management of land, air and water including environmental changes, pollution and their impacts;
- socio-environmentally sustainable supply of georesources (including energy, minerals and water), importance of effective regulation and policy-making, social acceptance, and understanding and promoting best practices;
- questioning professional practices in geosciences and their impact on the environment, and implementation of new practices to reduce it;
- resilience of society related to natural and anthropogenic hazards, risk management and mitigation strategies, including adaptation knowledge and solutions;
- ethical aspects of geoscience education and communication;
- culture and value of geodiversity, geoconservation, geoheritage, geoparks and geotourism;
- role of geosciences in achieving socio-economic development that respects cultures, traditions and local development paths, regardless of countries' wealth, and in promoting peace, responsible and sustainable development and intercultural exchange.
Session sponsored by International Association for Promoting Geoethics (www.geoethics.org).

Research data infrastructures (RDIs) aim to manage and share research products and metadata systematically to enable research across all scales and disciplinary boundaries. Their services support researchers throughout the entire research lifecycle, especially during data management and collaborative analysis, and they foster FAIRness and openness, e.g., by applying established standards for metadata, data, and/or scientific workflows. Through their offerings and services, RDIs can shape research practices and are strongly connected with the communities of users that identify and associate themselves with them.

Naturally, the potential of RDIs faces many challenges. Even though it is clear that RDIs are indispensable for solving big societal problems, their wide adoption requires a cultural change within research communities. At the same time RDIs themselves must be developed further to serve user needs. And, also at the same time, the sustainability of RDIs must be improved, international cooperation increased, and duplication of development efforts must be avoided. To be able to provide a community of diverse career stages and backgrounds with a convincing infrastructure that is established beyond national and institutional boundaries, new collaboration patterns and funding approaches must be tested so that RDIs foster cultural change in academia and be a reliable foundation for FAIR and open research. This needs to happen while academia struggles with improving researcher evaluation, with a continuing digital disruption, with enhancing scholarly communication, and with diversity, equity, and inclusion.

In the Earth System Sciences (ESS), several research data infrastructures and components are currently developed on different regional and disciplinary scales, all of which face these challenges at some level. This session provides a forum to exchange methods, stories, and ideas to enable cultural change and international collaboration in scientific communities, to bridge the gap between user needs, and to build sustainable software solutions.

Achieving policy impact requires a distinct set of ‘Science4Policy’ competences. Discover the ‘Science4Policy’ Competence Framework and why it is essential knowledge for researchers and research organisations working at the science-policy interface.

Why join?
Are you a researcher interested in building competences to ensure policy impact? Would you like to do your self-assessment to evaluate your ‘Science4Policy’ competences? Then join us for this interactive workshop, where participants will be introduced to the ‘Science4Policy’ Competence Framework, the possible uses of it (e.g. self-assessment for individuals and teams) and get the opportunity to interact with it in a playful way.

Science is a key component of the policymaking process as it allows policymakers to more effectively consider their potential options and the consequences of any action or inaction. However, knowing when and how to engage in policy can be challenging! One of the key challenges that scientists face is understanding and overcoming the differences between the science and policy communities and aligning the goals, expectations, and needs and all groups involved. Creating and facilitating activities that bring scientists and policymakers together can help to bridge this gap and promote more consistent interaction and productive cooperation!

This Short Course will provide practical examples from EGU’s Policy Programme - including the Science-Policy Pairing Scheme, Science for Policy Working Group, and Biodiversity Task Force - and explain how these initiatives can be replicated. Participants from the initiatives will be invited to present their experiences and the challenges that they overcame. Please bring questions and some of the challenges that you or your organisation is experiencing so that these can be discussed!

In the face of multiple global crises and accelerating global warming, political decisions need to consider an array of factors and evidence. Policymakers not only must consider a wide range of input from stakeholders along with the likely unintended consequences of any action or inaction. As researchers, we want our expertise to inform political decisions. As concerned and informed citizens with scientific training, we watch with concern where decisions are taken due to one-sided information, clouded by populist motifs, or short-term gain. Especially in the climate science sphere, many researchers also identify as activists, taking the stance that watching from the sidelines and creating an understanding of the gravity of the problem is not enough.

This Short Course is aimed at researchers at all career stages who want to ease the dissonance between these narratives and are willing to explore their place on the continuum between environmental activism and detached professionalism. This session will acknowledge that there are as many positions along the continuum as there are individuals. In an informal setting, we explore the different positions that you, as a researcher, might want to take in the public discourse. Experts who are currently working on the interface of science, society, and activism through groups such as Scientists for Future will offer their positive and, potentially, also negative experiences as well as their motivation to act for change.

The EGU Committee on Education organise Geosciences Information for Teachers (GIFT) workshop. These are two-and-a-half-day teacher enhancement workshops (Monday April 24, 08:30 to Wednesday April 26, 13:00). Selected top-level scientists working in the Earth sciences offer the invited teachers talks centred on a different theme every year. Teachers are also provided with teaching strategies and activities related to the theme.
In 2023, the topic will be: 'The key role of geosciences for the global challenge of sustainable development: the Agenda 2030’.
Some goals described in Agenda2030 will be presented as Education, climate changes, water life, pure water, terrestrial life and natural risks.
GIFT 2023 will propose lectures, hands-on activities and poster session for more than 90 teachers selected in Europe.
The main objective of the GIFT workshops is to spread first-hand scientific information to science teachers of secondary (and primary) schools, significantly shortening the time between discovery and textbook, and providing the teachers with material that can be directly transported to the classroom. In addition, the full immersion of science teachers in a truly scientific context and direct contact with world-leading geoscientists are expected to stimulate curiosity towards scientific research that the teachers then transmit to their pupils.
Since 2003, The annual evaluation data and feedback from the teachers involved indicate the great success of this strategy for the teachers, their colleagues and their pupils.

The EGU Committee on Education organises Geosciences Information for Teachers (GIFT) Workshops. This poster session focuses on the Agenda 2023 at school. Abstract submission is open for teachers participating in the GIFT workshop and for all other authors.

Different classroom experiments will be presented relative to the programme of the GIFT workshop for teachers. Teachers will be split in two groups with two different topics for the hands-on.