1) An interdisciplinary collaboration was established between the Centre for Education and Students (Shaw), the National Centre for Food Manufacturing (Crewe) and the Lincoln School of Design (Leary) at the University of Lincoln. The aim, aligning to Global One Health, was to enhance communication and dissemination of complex topics by creating a graphic novel about antimicrobial resistance (AMR). Science fundamentals, suggested dialogue and AI-generated images were developed to communicate the envisaged content to the illustrator for the first chapter; the impact of AMR on future global health.  Early meetings revealed a layer of ‘hidden scientific knowledge’; a disciplinary gap that needed to be overcome for the illustration to accurately capture the scientific concepts.  Additional background context was written, and time allocated during meetings to discuss scientific concepts. These strategies helped establish clearer cross-disciplinary communication and supported a more cohesive creative process. The team have co-created two further chapters; the use of antibiotics in agriculture, and an exploration of phage therapy.  Optional additional resources have been created to support educators in incorporating the graphic novel into their teaching for students aged 12 and upwards.  These resources are available with an Open Access Creative Commons licence, and a limited run of print copies are available thanks to funding from the Microbiology Society. The project has successfully fostered a collaborative team culture grounded in an ethic of reciprocity, enabling co-construction of novel educational resources. Surveys to evaluate the experiences of educators and students are being shared, with findings to be reported in future publications.

2) Antimicrobial resistance (AMR) is a growing global health threat, driven in part by misuse and overuse of antibiotics in different settings (human, animal and environmental). This outreach activity aims to increase public awareness of AMR, promote responsible antibiotic use, and encourage community engagement in prevention efforts. For this activity, we manufactured bacteria (rod-shape) with green, orange and red foam. On the green bacteria (sensitive), we added both adhesive magnets and protruding pieces of jute thread. On the orange ones (resistant to one antibiotic), we added only magnets or jute thread while we didn’t add anything to the red ones (multidrug resistant). For the “antibiotics”, we used a rod with a magnet or a hook attached using some thread to “kill” (fish) our bacteria. We asked the participants to start “killing” the bacteria and to sort them by colour during a limited time (1-2 minutes). They ended up "killing" all the green and orange bacteria but none of the red ones. This served us as an introduction for the discussion (how bacteria become resistant to antibiotics, causes of the AMR and what can they do as the community to prevent AMR). This activity has been successfully presented

3) An increase in digital and graphic design has allowed science communication to evolve beyond traditional formats, with visual storytelling emerging as a powerful and inclusive tool to bridge the gap between researchers and the public. This project explores the use of sketchnotes- a creative fusion of art and science that transforms complex research into accessible, engaging visual narratives. In this approach, researchers collaborate with an artist to identify the key concepts and messages of their work, which are then illustrated through hand-drawn visual notes combining text, diagrams, and images. The process itself acts as a reflective exercise, encouraging researchers to clarify their ideas, prioritise key findings, and develop stronger communication skills. Sketchnotes distil intricate scientific concepts into visually appealing formats that attract attention, simplify information, and make research more approachable to broader audiences. By visually representingprocesses that are often difficult to convey through words alone, this method enhances comprehension, encourages dialogue, and inspires curiosity among both scientific and non-specialist viewers. The poster will showcase examples of collaborative science to art pieces and include testimonials from researchers reflecting on how the process helped refine their science communication and self-awareness of their work. Beyond outreach, this practice promotes inclusivity and accessibility in science, bringing research into everyday spaces—from classrooms to homes—thereby destigmatising and humanising science. By integrating creative visualisation into the research culture, science sketchnotes offer a versatile and impactful way to share discoveries, foster collaboration, and engage the public imagination.

4) Digital education in the life sciences has seen several remarkable advances in recent years, not least with the advent of visual and immersive technologies that bring into focus the conceptually challenging abstract concepts that underpin molecular biology and the life sciences. In some cases, limitations in visualizing and modelling these concepts can prove to be a barrier to learning. Providing new entry points to learning through ‘doing’ or ‘seeing’ could prove to be a significant enhancer of engagement, unlocking hidden potential in our student cohorts and increasing the uptake of science as a subject of choice in higher education. In this study, the third in a series of pedagogically grounded research explorations of immersive virtual reality in STEM, second-level education teachers and higher education practitioners worked in partnership to explore the current state of the art around design and integration of immersive virtual reality simulations for the teaching of microbial and human cell structures in the classroom. We also considered the wider application of virtual reality and immersive learning technologies for science, technology, engineering and mathematics engagement and learning. Building on prior discoveries from student partnered co-creation of immersive reality simulations, the ultimate goal is to signpost the integration of visual immersive learning in the STEM curriculum.