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National HE STEM Programme - Final Report Written and Compiled by Michael Grove

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National HE STEM Programme - Final Report Written and Compiled by Michael Grove National HE STEM Programme - Final Report Written and compiled by Michael Grove National HE STEM Programme Final Report Written and compiled by Michael Grove Acknowledgements The achievements and successes detailed within this report would not have been possible without the Higher Education Funding Councils for England and Wales or the tireless hard work dedication of all members of the Programme Team within the Hub, Spokes and Professional Bodies to establish and support a range of activities and initiatives in fulfilment of the Programme’s aims and objectives; they deserve thanks for all of their efforts over the three-years of the Programme. Great thanks are due to Dagmar Waller and Daryl Davies for their help and support that enabled the Programme’s concluding conference to run successfully in September 2012 and for their help in the production of this final report; thanks also to Chantal Jackson for her design and layout of this report. Finally, the activities of the Programme were undertaken by those based within the higher education sector within a range of higher education institutions; the National HE STEM Programme is grateful to all those involved in each project for their hard work and dedication, and their ongoing commitment to enhancing all aspects of the STEM student learning experience. © The University of Birmingham on behalf of the National HE STEM Programme ISBN 978-1-909557-01-7 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 1 2 The National HE STEM Programme – Final Report Table of Contents 1. Executive Summary 5 - 11 2. Introduction to the Programme 13 - 31 3. Partner Perspectives 33 - 43 4. Collaboration and Networking 45 - 75 5. Widening Participation 77 - 107 6. The Higher Education Curriculum and Engaging Employers: Provision and Practice 109 - 153 7. Meeting Employer Needs 155 - 175 8. Sustainability of Programme Outcomes 177 - 213 9. Legacy and Learning 215 - 233 10. Finance 235 - 239 11. Reflections and Recommendations 241 - 247 12. Case Studies 249 - 316 Final Report – Table of Contents 3 Section 1 Executive Summary 1. The National HE STEM Programme formed a three-year initiative, funded by the Higher Education Funding Councils for England and Wales, designed to enhance the way universities recruit students and delivery programmes of study within the STEM disciplines of chemistry, engineering, mathematics and physics. 2. The Programme was set a challenging remit. It needed to integrate four previously successful pilot projects, all of whom were highly regarded by their disciplinary communities, and embed their activities firmly within the practices of universities. At the same time it needed to maintain the higher education STEM sector’s focus upon the importance of continuing to widen participation and take forward a new agenda relating to higher level skills, not only for those who were soon to graduate, but also for those currently within the workplace. Furthermore, the Programme needed to ensure its activities were higher education specific, added value, and did not duplicate those of already existing STEM initiatives and organisations. Finally, the practices and approaches it developed needed to be sustainable in order that they could live on within the higher education sector for years to come. 3. In response the Programme set itself a challenging series of objectives. Its approach to fulfilling these involved firmly embedding its work within the higher education sector and seeking to do so through changed curricula and practice. At the core of its delivery model were six Spoke universities and four Professional Body Partners supported by a central Hub at the University of Birmingham. While Professional Bodies commenced the Programme with a defined series of activities, Spokes developed their work in conjunction with their regional higher education institutions to meet identified needs and priorities. 4. In undertaking the Programme’s work, engagement has been extensive. Ninety higher education institutions have participated through a range of projects, over eighty have led them. Higher education staff, postgraduate students and undergraduates have participated in projects, workshops and professional development events; over 300 higher education representatives attended the Programme’s concluding conference in September 2012. While universities have led projects, a range of employers, charitable organisations, STEM initiatives and organisations and other stakeholders have been engaged and actively participated. 5. The impact of the Programme’s work is only now becoming increasingly evident. Embedding changes to university curricula and practice do not manifest themselves immediately, but there is an increasing body of evidence, both internal and external to the Programme, that indicates not Final Report – Executive Summary 5 only has significant change been achieved but it exists in a sustainable manner. Furthermore, there is emerging evidence that the practices and approaches established by the Programme are now having a wider influence beyond those individuals and departments who have engaged. 6. This is not to say that the implementation of the Programme has been easy, it has faced a number of challenges. The Programme has operated in a changed economic, educational and political landscape, all of which have influenced its work. The Programme was a large initiative to establish and the lack of a dedicated start-up period had a number of knock on effects which shortened the time over which it was able to deliver its activities. Changing practice within the higher education sector is a longer term process; it takes time to achieve and even longer to evidence. As such, the Programme faced challenges throughout in articulating the impact its work was having. 7. Nevertheless, the Programme has achieved its original aim and objectives. It has embedded the activities of the four disciplinary pilot projects within the higher education sector, stimulated a range of new developments and practices, including new STEM modules and programmes of study, and transferred effective practices more widely. A legacy for its work remains, in terms of both the activities and changed practices it has embedded, the networks that have been established, and the commitment of the Hub, Spoke and Professional Body Partners to continuing the Programme’s work long into the future. Objective 1: To develop infrastructures which enable the Higher Education and employment sectors to offer a collaborative and sustainable supply of life-long-learning opportunities to support the UK workforce from school, during university and within the workplace. 8. Over the course of the Programme activities took place across three linked strands with widening participation underpinning each: universities have been supported to work more effectively with those in the school and college sectors; curriculum revisions undertaken with an emphasis upon student knowledge, progression and skills; and members of the UK’s workforce engaged to develop enhanced knowledge and skills. In year one, the Programme built upon the work of the pilot projects, in year 2 it initiated new developments, while in its final year it transferred and embedded these developed practices more widely. 9. By engaging with the Programme, universities have adopted effective practices and approaches to working with schools and colleges, firstly from those developed by the four disciplinary pilot projects, and latterly those developed by other higher education institutions within the Programme; employers have had a role in contributing to delivery. Ensuring the appropriate targeting of outreach activities in order that they benefit widening participation cohorts has been achieved, either by departments working with their central institutional teams or by working in partnership with existing STEM organisations and initiatives. Staff and students have been recruited as STEM ambassadors and training mechanisms established to enable the recruitment of future cohorts. Professional development opportunities have been offered and undertaken, as a result staff report they feel more confident working with certain groups of learners. 10. The Programme recognised that transitions were important, from school or college to university, and from university to the workplace. Activities were focused around these key transition points to recruit, support and equip students with the skills and knowledge needed to be successful in their studies or their future careers. In moving from school to university, key problem areas, such as mathematics, laboratory skills, and enabling students to become more effective independent learners have all been tackled. 6 The National HE STEM Programme – Final Report 11. Significant changes have been made to the higher education curriculum. Employers have worked with universities to advise on curriculum changes and support their implementation, SMEs have been effectively engaged. There are now increased instances of employers contributing to the delivery of the curriculum, supporting learners, and offering experiential learning opportunities, placements and projects. Learning and teaching methods have been reviewed and changed to allow increased opportunities for students to develop and articulate their skills. Following curriculum innovations, early student feedback indicates they have been valuable, not only in developing
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