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Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
Attracting Students to Studies in Science, Technology and Engineering Education
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Attracting Students to Studies in Science, Technology and Engineering Education

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The aim of this section is to exchange ideas and experiences from previous work and actions in this area. The first part will be devoted to an inventory in order to better describe the present …

The aim of this section is to exchange ideas and experiences from previous work and actions in this area. The first part will be devoted to an inventory in order to better describe the present situation at participating universities. The second part will be focused on the development of new ideas, directly focusing on how to bridge the gap between the secondary school and the university- aiming for new (cost efficient) models for cooperation.

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  • 1. Enhance the Attractiveness of Studies in Science and Technology Attracting students to studies in ST&E education WP7 Results 2012-10-04 Carla Patrocinio, Pedro Lourtie, IST
  • 2. Summary Goals Participant Institutions Recruitment and Access System Initiatives Field Trials Results Good Practises & Recommendations Concluding Remarks
  • 3. Goals
  • 4. Participant Institutions
  • 5. Recruitment and Access Systems
  • 6. Recruitment and access systems: Calendar Recruitment strategies differs in the application period. Field trials development period had to be adapted to each country.
  • 7. InitiativesThe initiatives were collected among the project partners between 2010/11 and 2011/12.
  • 8. Initiatives: National Level
  • 9. Initiatives: Institutional Level
  • 10. Initiatives: Gender breakdown
  • 11. Field Trials/QuestionnairesQuestionnaires: entrant and secondary students • Each partner had the freedom to adapt the questionnaire to its own country provided that the minimum dimensions were satisfied.Specific topics for entrant students: • Moment in time when students decided to undertake an engineering program.Specific topics for secondary students: • Decision to follow tertiary studies, more precisely engineering. • Chosen area of studies.
  • 12. Field Trials/QuestionnairesCommon topics of questionnaires: Area of study in secondary education; Parental background; Effort required to undertake an engineering programme; Perception of the engineering profession, in terms of the: Importance for the country development; Difficulty; Pay level; Recognition by the employers; Access to the labour market.
  • 13. Field Trials/QuestionnairesSampling Process All results presented take into account the students’ total.
  • 14. Field Trials/QuestionnairesResults: Secondary Students
  • 15. Field Trials/QuestionnairesResults: Secondary Students
  • 16. Field Trials/QuestionnairesResults: Secondary Students
  • 17. Field Trials/QuestionnairesResults: Secondary Students
  • 18. Field Trials/QuestionnairesResults: Entrant Students
  • 19. Field Trials/QuestionnairesResults: Entrant Students
  • 20. Field Trials/QuestionnairesResults: Entrant Students
  • 21. Field Trials/QuestionnairesResults: Entrant Students 21
  • 22. Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer Entrant students 22
  • 23. Field Trials/QuestionnairesResults: Secondary who want to pursue an engineeringprogramme vs. engineer entrant students
  • 24. Field Trials/QuestionnairesResults: Secondary students who study S&T/E vs. Entrantstudents’ perceptions
  • 25. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  • 26. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  • 27. Field Trials/QuestionnairesResults: Secondary students who study S&T subjects vs.Entrant students’ perceptions
  • 28. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  • 29. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  • 30. Field Trials/QuestionnairesResults: Secondary vs. Entrant students’ perceptions
  • 31. Stakeholders’ Recommendations• Develop resources to support key influencers: guidance counsellors, maths and physics teachers;• Analyse on-going/successful initiatives to attract secondary students to STEM studies;• Identify best practices in recruiting/training teachers;• Recognize the importance of peers as influencers;• Explore the use of engineer role models;• Explore the value of engineering as an “education” rather than a “career”.
  • 32. Good Practises• Promote STEM courses among the youngsters;• Support teachers training and development in S&T;• Enhance women’s participation and role;• Promote engineers role models;• Increase general public awareness about S&T importance.
  • 33. Main Conclusions• The overall picture of engineering significantly differs from country to country.• The opinion of female students tends to be in accordance with male students’ views in secondary school, with the former more pessimistic about the contribution of engineers to the country’s development.• The percentage of university entrants having chosen engineering after 10th grade is higher than that of secondary students who considered it after 10th grade. This suggests that students who take up an engineering programme postpone their decision.
  • 34. Issues for Discussion• How relevant are the WP7 main objectives?• Are the results consistent with your previous knowledge about the students’ perceptions of STEM studies?• Given the countries’ different realities, do you think that using similar strategies to attract students is relevant?• How may the WP7 results influence the decision making?• What would you change in this specific work package?• May the recommended actions have a positive impact in attracting student to STEM studies?• Do you have any other suggestions?
  • 35. ThankYou

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