Cell EXPLORERS STEM Outreach Programme Connecting University and Schools
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Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium
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Cell EXPLORERS STEM Outreach Programme Connecting University and Schools
- 1. The Cell EXPLORERS programme A STEM outreach and engagement model connecting university and schools through science education Muriel Grenon, PhD School of Natural Sciences National University of Ireland
- 2. Hands on molecular and cellular biology! www.cellexplorers.com cellexplorers@nuigalway.ie @cellexplorers www.facebook.com/cellexplorers
- 3. Inform, Inspire, Involve ! School visits Science festivals Saturday morning class Holiday camps
- 4. Be a scientist! Experiment Discuss Predict/Analyse Report Present Team work/peer learning
- 5. Mentored by scientist University s1tu ddeentms anodn stsatfrfator / 6 chRoilled mreodnels
- 6. Based on university student activities
- 7. The volunteer component Cell EXPLORERS volunteers collect their ALIVE certificate 2014
- 8. Working toward sustainability By combining curriculum-based projects to volunteering work Biomedical sciences 2nd Biochemistry 4th year year Biotechnology 3rd year Biochemistry 4th year Biochemistry 4th year Microbiology 4th year
- 9. The programme is expanding… 2012 2013 2014 10 Malta Science Expo 35 2014 100 Team members 30 900 2900 Direct Reach
- 10. Cell EXPLORERS working model Outreach/Eng agement Evaluation Impact studies • Society • University • Students
- 11. Cell EXPLORERS working model Outreach/Eng agement Evaluation Impact studies • Production of Outreach Resources • Dissemination • Teacher CPD workshop/module
- 12. Cell EXPLORERS working model Outreach/Eng agement Evaluation Impact studies Fee paying activities contribute to sustainability
- 13. Cell EXPLORERS working model Outreach/Eng agement Evaluation Impact studies • Evaluation and revision • Study of impact of the programme
- 14. Cell EXPLORERS working model Outreach/Eng agement Evaluation Impact studies • Students Teacher • Education “Age appropriate, imaginative, “…it gav•highly e Umnei stimulating va echrsaintyce and to teach in front educational! of a class and The an children insight into adored what the is hands on, ‘college level’ process!” involved in teaching such as the organisation required, the construction of a lesson plan and the content of the session.” Children “I would like to do this when I grow up.” "I had fun and it was interesting” “Brilliant” “I want you to come back to our class next year”
- 15. Key aspects of the programme 1. Inclusive, student-led, research-inspired 2. Links Research and Higher Education with Community through schools 3. Double educational aspect primary and post-primary schools: Science literacy, promotion of STEM awareness and STEM careers Higher education: training of tomorrow’s STEM professionals (Educators, Communicators & Researchers)
- 16. Conclusion • Expand the model – Nationally – European partners By Peter Fitzgerald (:Image:Ireland regions map.svg) [Public domain], via Wikimedia Commons
- 17. Thank you! School of Education Centre for Excellence in Learning and Teaching YouthAcademy Biochemistry
Editor's Notes
- Belong to outreach and public engagement initiative of SNS Promote molecular and cellular biology, biological and biomedical sciences Hands on science – public behave like a scientist External provider/connection with curriculum but bring research inspired topic and activities Mainly primary schools, developing secondary and larger public
- Research inspired Hands on (deficit of practical activity in schools) Discussion based Scientific method - Around scientific method: prediction – experiemtn.obersvation – conclusion Peer learning High demonstrator/children ratio Gender aspect
- Mix team - mostly with young women and men close in age from the class they visit Offer realsitc role modle of people who are passionate about sicnece and study oit univerosty High demonstrator/children ratio is unique and bring an dimension to the class that cannot be brought by one people intervention or top of the class type of demonstration Gender aspect
- School visit/science festival – Role Model of real people studying science at university Creation of teaching material Design of session Presentation + demonstration – unique demostrator/children ratio Peer training/learning/teaching
- 1. School Visits/Roadshow, Science Festival, video competition, Online presence, exhibition… 2. Holiday camps, revision camp, teacher training courses, national curriculum class courses
- School Visits/Roadshow, Science Festival, video competition, Online presence, exhibition… Connect with evaluation and services Sessions : Presentation - activities – demonstrators training handbook – teacher information Primary school / Secondary school sessions – Science Festival activities - videos
- 1. Provide services that which can generate further income School Visits/Roadshow, Science Festival, video competition, Online presence, exhibition… 2. Holiday camps, revision camp, teacher training courses, national curriculum class courses
- PROGRAMME benefit form systematicn evaluaitomn and revision of activities in conjunction with Educationa professional : from School of education and teachers themselfves Study on impact on different stakeholder – on school children: Impact on STEM promotion, science perception and self perception
- Students: skills Education: Teachers support in the classroom and by generating ressources and professional development opportunity University: Teaching undergraduate postgraudate students, promote research
- Inclusive, student-led, research-inspired Links Research and Higher Education with Community through schools Double educational aspect primary and post-primary schools: Science literacy, promotion of STEM awareness and STEM careers Higher education: training of tomorrow’s STEM professionals (Educators, Communicators & Researchers)
- We feel that the role plaid by higher education institutions and their students has been neglected and we propose a model to allow this contribution to take place. As well as impacting on STEM promotion and awareness in school it will impact directly on the way our students are taught at 3rd and 4th level. An if everything that is discussed this weekend take place in primary and secondary school – a change of higher education will also need to take place. Establish a portfolio of resources for the teams and the teachers that can be adapted locally Develop the dissemination of teacher adapted resources