Adopting & Embedding Proven Practices & Approaches: Case
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Adopting & Embedding Proven Practices & Approaches Case Studies Arising from the National HE STEM Programme ‘Menu of Activities’ Initiative Compiled and Edited by Michael Grove and Les Jones Adopting & Embedding Proven Practices & Approaches Case Studies Arising from the National HE STEM Programme ‘Menu of Activities’ Initiative Compiled and Edited by Michael Grove and Les Jones Copyright Notice These pages contain select synoptic case studies from the National HE STEM Programme ‘Menu of Activities’ Initiative which was launched in two stages in Autumn 2010 and Spring 2011. Their development has been supported by members of the National HE STEM Programme Team and they incorporate final reports, case studies and other information provided by the respective project leads throughout the duration of their projects. The included case studies have been edited by the Editors to ensure a consistent format is adopted and to ensure appropriate submitted information is included. The intellectual property for the material contained within this document remains with the attributed author(s) of each case study or with those who developed the initial series of activities upon which these are based. All images used were supplied by project leads as part of their submitted case studies. Adopting & Embedding Proven Practices & Approaches: Case Studies Arising from the National HE STEM Programme ‘Menu of Activities’ Initiative is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. © The University of Birmingham on behalf of the National HE STEM Programme ISBN 978-0-9567255-6-1 March 2013 Published by University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme University of Birmingham Edgbaston Birmingham, B15 2TT www.hestem.ac.uk Acknowledgments The National HE STEM Programme is grateful to each project lead and author of the case study for their hard work and dedication throughout the duration of their work. The Programme is also grateful to colleagues within the four Professional Bodies of the Programme who helped project leads prepare their case studies for publication, to Chantal Jackson for the design and layout, and to Dagmar Waller for proofreading. i Adopting & Embedding Proven Practices & Approaches Contents 1. The National HE STEM Programme v 2. The Menu of Activities Initiative vii 3. Engagement xiii 4. Analysing the Impact of the Menu of Activities – Michael Grove xxi 5. About the Case Studies xxix 6. Examples of the Transfer & Embedding of Activities from the Royal Society of Chemistry’s ‘Chemistry for out Future Programme’: 1 - 47 a. Chemistry Outreach Package Case Study 1: Robyn Wheldon-Williams, Bangor University 1 Case Study 2: Annette Taylor, School of Chemistry, University of Leeds 4 Case Study 3: Ian Bradshaw and Linda Seton, Liverpool John Moores University 7 Case Study 4: Elaine Wilson, University of Cambridge 10 Case Study 5: Declan Fleming, University of Bath 14 Case study 6: Nicola King, University of Exeter 18 Case Study 7: Katy McKenzie, University of Leicester 21 Case Study 8: Elizabeth Page, University of Reading 26 Case Study 9: Jonathon Speed, University of Southampton 30 b. Chemistry Context and Problem-Based Learning Case Study 10: Karen Moss, Nottingham Trent University 33 Case Study 11: Paul Duckmanton, University of Southampton 36 Case Study 12: Paul Duckmanton, University of Southampton 39 c. Chemistry (Physics) at Work Case Study 13: Andrew Ross, Julie Hyde and Will Davey, University of Sheffield 41 Case Study 14: David Jenkins and Catherine Brophy, University of York 44 7. Examples of the Transfer & Embedding of Activities from the Royal Academy of Engineering’s ‘London Engineering Project’: 49 - 69 a. Gender Awareness Training Case Study 15: Lynn Moran, University of Liverpool 49 Case Study 16: Caroline Lambert and Kusky Makota, Coventry University 51 b. Gender and Diversity Workshop Case Study 17: Geeta Uppal, Southampton Solent University 54 c. Solar Car Challenge Case Study 18: Graham Sparey-Taylor, Glyndwˆr University 56 Case Study 19: Helen Ward, Canterbury Christ Church University 61 ii Adopting & Embedding Proven Practices & Approaches d. Engineering Pick n Mix Case Study 20: Baljinder Rana, Aston University 64 Case Study 21: Jenny Hann, University of Wales, Newport 67 8. Examples of the Transfer & Embedding of Activities from mathematics community led ‘More Maths Grads’ initiative: 71 - 97 a. Pop Maths Quiz Case Study 22: Liz Maddock, Keele University 71 Case Study 23: Nicolette Rattenbury, Manchester Metropolitan University 75 Case Study 24: Bryan Fryer, University of Wolverhampton 79 b. Mathematics Challenge Competition Case Study 25: Debra Croft and Roger Morel, Aberystwyth University 82 Case Study 26: Phil Ansell and Tom Nye, Newcastle University 85 c. Maths at Work Day Case Study 27: Ceri Pugh and Kerie Green, University of Wales, Newport 87 d. Hands on Maths Workshops Case Study 28: Chris Marchant and Michael Jones, University of Liverpool 92 Case Study 29: Ruth Edwards, University of Southampton 94 9. Examples of the Transfer & Embedding of Activities from the Institute of Physics ‘Stimulating Physics’ project: 99 - 117 a. Ashfield Music Festival Case Study 30: Lynn Moran, University of Liverpool 99 b. Developing a Physics/STEM Roadshow Case Study 31: Debra Croft, Aberystwyth University 102 c. Outreach Workshops: Doing Outreach & Extending Your Outreach Case Study 32: Lynn Moran, University of Liverpool 104 Case Study 33: Paula Martin, Durham University 106 Case Study 34: Wendy Brown, University College London 108 d. Planet SciCast Case Study 35: Laura Roberts, University of Glamorgan 110 e. Problem Based Learning for Active Learning Case Study 36: Martin Loftus, University of East Anglia 115 10. A School Based Perspective - Les Jones 119 - 123 iii Adopting & Embedding Proven Practices & Approaches The National HE STEM Programme In 2004, the Secretary of State sought advice from 2. Higher education curriculum developments the Higher Education Funding Council for England focusing upon course delivery and design (HEFCE) on strategically important, but vulnerable, and student support, to enhance student higher education subjects or courses. A review was knowledge, progression and skills. undertaken to identify subjects in need of support to 3. Encouraging those currently within the workforce address an imbalance between supply and demand, and society to engage with further study to and a range of disciplines were identified including develop enhanced knowledge and skills. chemistry, engineering, mathematics and physics. These were all subjects where participation had This publication presents the activities comprising one been falling steadily over a number of years. element of the Programme’s work to transfer and embed some of the practices and approaches developed by In response to the findings from the review, the Higher the four pilot projects more widely across the HE STEM Education Funding Council for England in 2005 invited sector. It has been compiled by the STEM Education the Royal Society of Chemistry, the Royal Academy Centre at the University of Birmingham which is of Engineering, a consortium of mathematical bodies, committed to making the learning and outputs of the and the Institute of Physics, to explore possibilities for Programme widely available across the HE STEM sector. profile-raising pilot activities in these disciplines that would encourage increased applications at degree level. Four programmes of disciplinary activity: Chemistry for our Future; The London Engineering Project; More Maths Grads; and, Stimulating Physics, were funded that undertook a range of evaluated discipline-based interventions that were specifically designed to increase demand for, and to widen participation within, their respective disciplines in higher education. When the last of these four pilot projects completed its work in January 2010, they had undertaken a range of activities and projects within their respective disciplinary communities and much learning had been generated. While many of the interventions had been proven successful, they had taken place on a limited pilot scale across England and Wales and a mechanism was needed for ensuring this learning was transferred more widely and with a higher education specific focus. While the four projects were continuing to operate, the decision was taken to roll-out the activities from the pilots as part of an integrated National HE STEM Programme that would commence in August 2009, but which would also have a wider remit to address the higher skills agenda. The National HE STEM Programme was a three- year initiative that ran between August 2009 and July 2012 and, by building upon the work of the four disciplinary pilot projects and establishing new approaches, established activities within the higher education STEM sector across three related strands: 1. Widening participation within the STEM disciplines at university level, by supporting higher education institutions to work with those currently within the school and further education sectors. v Adopting & Embedding Proven Practices & Approaches The Menu of Activities Initiative Overview for use by those institutions who would be successful in their request to participate within this initiative. Making The National HE STEM Programme ‘Menu of the materials available online also helped contribute to Activities’ initiative was established in the summer the objectives of the National HE STEM Programme by of 2010. It involved