I lead a small research group studying the impact of higher education outreach activity on low-participation communities. I set the research agenda, manage workloads of part-time assistants, organise dissemination of findings, and handle relationships with funders. Research themes include access to science, the impacts of informal science education, the practice of widening participation and the role of schools and teachers in WP activity. In addition to my research, I advise on and develop the evaluation of WP and Public Engagement activity at UCLan.
 

I lead a small research group studying the impact of higher education outreach activity on low-participation communities. I set the research agenda, manage workloads of part-time assistants, organise dissemination of findings, and handle relationships with funders. Research themes include access to science, the impacts of informal science education, the practice of widening participation and the role of schools and teachers in WP activity. In addition to my research, I advise on and develop the evaluation of WP and Public Engagement activity at UCLan.
 

PhD title: A covariant approach to classical electrodynamics, with particular reference to accelerating media and novel Cerenkov fields. Supervisor: Prof. Robin Tucker.
 
My doctoral study involved using differential forms together with covariant boundary conditions to address a number of outstanding problems in classical electrodynamics. During this time I gained experience with specialist software including Maple and LaTeX. I also developed key academic skills including academic writing, and presenting talks and posters at conferences in the UK and overseas.
 

Research skills: I am proficient in literature search and many aspects of data collection, including survey design, focus groups and a range of interview techniques. Experienced in writing research reports and refereed journal articles, as well as giving conference presentations and posters.

Quantitative and qualitative methodologies: I perform statistical analysis using Microsoft Excel and SPSS. I have training and/or experience in using a range of qualitative methodologies, including inductive thematic analysis, action research, grounded theory, discourse analysis and ethnographic methods. I also have an interest in participatory research and co-creation.

Project management: Writing funding proposals, budget control, liaison with funders and time management for myself and up to three research assistants.

Communication skills: Before moving into research I had a successful career as a journalist. This left me able to talk to anyone, from cabinet ministers to market traders, and to express myself clearly and concisely. I write confidently in all formats and am comfortable presenting to a range of audiences. 

2024: PACT Institute seedcorn funding (£4,900) How does the ‘ambient’ experience of visiting a university campus impact on attitudes to higher education? Identifying research questions and methodologies using a collaborative approach.

2022: Future U (£18,900). Assessing the impacts of online versus in-person widening participation delivery.

2021: Hello Future (£3,000). Adult learners: insights into motivations, choices and support needs.

2020: Future U (£7,100). The role of schools in widening participation activities.

2020: Hello Future (£8,500). Push-me, pull-me: discourses of ‘staying’ and ‘leaving’ in Cumbrian WP practice.
 

Red Magazine's Hot Women of 2011 Award winner
 
Jocelyn Bell Burnell Medal 2011, Institute of Physics (Very Early Career Woman Physicist of the Year)
 
Dean’s Award for PhD Excellence 2011, Lancaster University Faculty of Science and Technology
 
Chancellor's Medal 2008, Lancaster University
 
A medal awarded to the undergraduate with the highest marks in finals across the whole university.
 

2008-2016: PhD in Mathematical Physics, Lancaster University.

Due to family commitments, I completed this qualification through part-time study.
 
2003-2008: MPhys Physics, First Class Honours, Lancaster University.
 
1991-1994: BA Politics and Economics, Upper Second Class, Durham University
 

 Advising on EDI issues with a particular focus on the Athena SWAN gender equality programme.
 

 Covering science news and private schools. In this role I had a strong record of breaking stories that went on to be picked up across the national press.
 

 Covering student news and London universities.
 
Before joining the THES, I had a number of other jobs in journalism from 1996 onwards.
 

Canovan, C., & Alcock, J. (2024). Who controls the remote? Examining the motivations of Widening Participation practitioners towards online provision using Expectancy-Value Theory. Widening Participation and Lifelong Learning, 26(2), 88–114. https://doi.org/10.5456/WPLL.26.2.88

Fallon, N., McDonald, R., & Canovan, C. (2023). Scientist encounters: Igniting parental aspirations to support young scientists ‐ a pilot study. Widening Participation and Lifelong Learning, 25(1), 213–220. https://doi.org/10.5456/WPLL.25.1.213

Canovan, C. (2023). Centring the voices of schools in widening participation discourse: how building closer partnerships with educators can benefit WP providers’ practice. SN Social Sciences, 3(7), 109. https://doi.org/10.1007/s43545-023-00677-9

Canovan, C., Pledger, J., & Spencer, R. (2023). Space in schools: Teaching physics through dance. Journal of Emergent Science, 24.

Canovan, C., McDonald, R., & Fallon, N. (2021). Hidden speech, private thoughts: a case study in peer conversation and educational choice. Widening Participation and Lifelong Learning, 23(1). https://doi.org/10.5456/wpll.23.1.148

Canovan, C., & Fallon, N. (2021). “It isn’t a priority.” Will primary science learning loss be forgotten? Journal of Emergent Science, 21, 46–53.

Canovan, C., & Fallon, N. (2021). Widening the divide: the impact of school closures on primary science learning. SN Social Sciences, 1(5), 117–117. https://doi.org/10.1007/s43545-021-00122-9

Canovan, C. (2021). Doing my homework: sources of confidence for primary educators teaching science. Academia Letters. https://doi.org/10.20935/al675

Canovan, C., & Walsh, R. (2020). A space to study: expectations and aspirations toward science among a low-participation cohort. Journal of Science Communication, 17(2). https://doi.org/10.22323/2.19060204

Canovan, C. (2020). Sharing the pi: are incentives an effective method of attracting a more diverse science festival audience? International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2020.1753126

Canovan, C. (2020). More than a grand day out? Learning on school trips to science festivals from the perspectives of teachers, pupils and organisers. International Journal of Science Education, Part B: Communication and Public Engagement, 10(1). https://doi.org/10.1080/21548455.2019.1680904

Canovan, C. (2019). “Going to these events truly opens your eyes”. Perceptions of science and science careers following a family visit to a science festival. Journal of Science Communication, 18(02), 1–18. https://doi.org/10.22323/2.18020201

Canovan, C., & Luck, C. (2018). Seeing for yourself : how ‘ambient information’ shapes parental attitudes to higher education. Widening Participation and Lifelong Learning, 20(4), 148–168. https://doi.org/10.5456/NVPLL.20A.148

Canovan, C., & Tucker, R. W. (2011). Maxwell’s Equations in a Uniformly Rotating Dielectric Medium and the Wilson-Wilson Experiment. American Journal of Physics, 78(11). https://arxiv.org/pdf/1104.0574.pdf
 

 Jones, K., Canovan, C., & Fallon, P. (2023). Science Non-Friction: Balancing operational and legacy agendas for a university based science festival. In G. Rossetti, B. Wyatt, & J. Ali-Knight (Eds.), Festivals and Edutainment. Routledge. https://www.routledge.com/Festivals-and-Edutainment/Rossetti-Wyatt-Ali-Knight/p/book/9781032304991
 

 Canovan, C., & Alcock, J. (2022). More students. More engagements. Less impact? Commissioned by Future U.
 
Davies, R., Terigele, Manfrin, A., Canovan, C., & Lucas, P. (2022). Research Ethics Guidance. Commissioned by TASO.
 
Canovan, C. (2022). Adult learners: insights into motivations,  choices and support needs. Commissioned by Hello Future.

Canovan, C., Fallon, N., & McDonald, R. (2021). More choices, more pressure: ‘Staying’ or ‘Leaving’ as an extra layer of decision-making for young learners in Cumbria. Commissioned by Hello Future.
 
Canovan, C., & Fallon, N. (2021). Speak and be heard: Listening to schools’ perspectives on widening participation provision. Commissioned by Future U.

Canovan, C., McDonald, R., & Fallon, N. (2020). Something to talk about: The impacts of peer conversation and relationships on the choices of young learners in Carlisle. Commissioned by Hello Future.
 

 The impacts on primary science of the UK's C-19 school closures. World Pandemic Research Network Conference, online, Dec 2021 https://www.youtube.com/watch?v=i7TBes4Saic (INVITED)

Covid-19 and widening inequities in science capital formation: the UK perspective. International Symposium of Science Museums, Daejeon/online, Nov 2021 http://www.issm.or.kr/eng/p2/c1?t2=3 (INVITED)

A risky experiment: how primary science suffered during school closures. British Educational Research Association Conference, online, September 2021 https://www.bera.ac.uk/conference/bera-conference-2021/programme

Ambient information: the effect of visiting a fun campus event on attitudes to HE. NEON Summer Symposium, Lancaster, June 2019 https://www.educationopportunities.co.uk/presentations/
 

 2021-present: BAHSS ethics panel member, University of Central Lancashire
 
2010-2016: Lancaster University Athena SWAN committee member and frequent award panellist
 
I am also a regular reviewer for journals including the International Journal of Science Education.