Sharing Practice through Peer Review

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Sharing Practice through Peer Review

• Alison Hooper
• Dept. Engineering Design and Mathematics
• University of the West of England.

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STEM projectCreating a Coherent STEM Strategy
in Schools

• Alison Hooper (UWE Mathematics)
• Darren Reynolds (UWE Science)
• Martin Lavelle (Plymouth University)

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• Most universities run STEM enrichment activities
  with local schools.
• UWE
• Mathematics (Maths Challenge, Maths Event Day,
  FUNMaths Roadshows),
• Engineering (Engineering activity day,
  Bloodhound),
• Science (Science Awareness Day, Hands on Science
  Day, Bristol Festival of Nature).
• University of Plymouth
• run a STEM activity incorporating all three STEM
  subject (Science, Engineering and Mathematics).
  This activity is rolled out to schools in the
  region throughout June.
• .

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• Proposal to share practice between the
  University of Plymouth and UWE through staff
  visits with the objective of setting up and
  piloting at UWE a STOP type project as currently
  run at the University of Plymouth
• Project Outputs
• Two activity days one run by Plymouth and a
  pilot day by UWE based on the University of
  Plymouth model.
• Evaluation by UWE staff of the STOP activity run
  by Plymouth University.
• Evaluation of the pilot STOP activity run by UWE
  with input from the stakeholder population.
• Evaluation by University of Plymouth staff of an
  existing outreach activity run by UWE.
• Dissemination of MMG resource, MMG in a Box,
  through STOP activity days

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• STOP school visit run by the University of
  Plymouth, viewed by UWE staff and Bristol Local
  Authority staff
• Staff present
• UWE Alison Hooper Project leader (mathematics)
• Darren Reynolds Project co-investigator
  (science)
• Robert Kelland (mathematics)
• Ben Drew (engineering)
• Bristol Local Authority Paul Williams (science
  co-ordinator)
• University of Plymouth Steve Edmonds University
  of Plymouth STOP manager

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• The STOP visits organised by the University of
  Plymouth take place every day over the month of
  June once university examinations are completed.
• Steve Edmonds, the STOP co-ordinator, manages
  this role as well as his other duties as
  Technical Manager Engineering in the Faculty of
  Science and Technology.
• The STOP team comprises Steve Edmonds and 13
  students who are studying a variety of STEM
  subject areas within the University of Plymouth.
• The day starts at 8.30 when the team loads the
  minibus with exhibit equipment. They plan to
  arrive at the school scheduled for that day at
  approximately 9.30. The STOP visit runs from
  approximately 10.00-15.00. The STOP programme has
  been running in this format since 2000.

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• There are two possible formats for the day,
  informal or formal.
• Formal format There are 9 exhibit activities
  and set groups of 6-7 pupils spend 20 minutes at
  each activity before moving on to the next
  activity. This format can cope with 60 pupils
• Informal activity A class of approx 30 students
  is free to wander between exhibits and
  investigate what takes their interest. The
  activity lasts one period (normally 45 mins).
  This activity is organised to fit in with the
  school day and disrupts one class at most for
  each pupil cohort. The format can cope with one
  year group (120-150 pupils approx.)

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• The STOP exhibits were
• SegWay Segway which uses a gyroscopic mechanism
  to steer, was developed by BAeSystems for missile
  flight. Very popular with pupils but
  unfortunately not working on visit.
• Bubbles Make a giant bubble to enclose a person,
  bubble shapes with different metal wire shapes.
  Applications to optimisation and symmetry in
  nature. Pupils encouraged to make bubble shapes.
• Diving equipment. Discuss equipment and
  materials that divers use. Pupils encouraged to
  try on a diving suit and be blown up like a
  balloon.
• Rock pool Marine biologists constructed a mini
  rock pools and discussed the rock pool
  environment
• Body Matters Different exhibits to show human
  anatomy, measure body/mass index, grip strength
  etc. Students encouraged to play with equipment.
• Robots A student had brought along a robot which
  he himself had programmed to manoeuvre according
  to a set of input instructions. Pupils encouraged
  to get robot to do several manoeuvres.
• Engineering exhibits Various scientific toys
  gravity effects on a ball filled with liquid,
  chaotic magnets, metal with memory, gyroscopes,
  parabolic mirrors. Pupils encouraged to play and
  then seek a scientific explanation for the weird
  effects.
• Magnetic Sticks and Balls construct the
  skeleton of a building using cube shapes with
  diagonal struts. Shows ideas behind
  construction. This can be set up as a competition
  to see who can build the highest/strongest
  structure.
•  

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• The STOP event we viewed seemed to be successful
  given that the purpose was to enthuse students
  with regard to STEM subjects.
• We felt that we could run a similar activity in
  the Bristol area with exhibits either similar to
  those above or different exhibits which reflected
  the strengths of STEM activity within UWE.
• Aims of the UWE STEM Activity Day were agreed to
  be
• Inspire pupils with respect to STEM subjects
• Encourage pupils to aspire to university to study
  STEM subjects.
• Enhance the school STEM curriculum
• Promote careers that exist with STEM
•  

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What we did

• Built 6 STEM activities
• Ben Drew - Sound
• Dynamics
• Alison Hooper - Aerodynamics
• Bubbles
• Darren Reynolds - Genetics
• Microscopic life
• Technician support Nick Tidman, Andy MacGauley,
  Geoff Rowley

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What we did

• STEM day at Brislington Enterprise College
• 17 November
• 12 student ambassadors
• (3 from mathematics, 4 from engineering, 4
  from science and 1 Aero PhD student)
• 3 academic staff
• Ben Drew - Alison Hooper - Darren Reynolds
• 1 technician
• Dave Molesworth science

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What we did

• 270 year 8 pupils
• Split into 3 batches of 90.
• Each 90 split into 6 groups of 15 which rotated
  around the 6 activities.
• Batch 1 9.00-10.30
• Batch 2 11.00-12.30
• Batch 3 13.15-14.45

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What we did
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What we did
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What we did
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Evaluation

• Question1-Before today I was thinking of a career
  in science, engineering or mathematics
• Question 2-After today's events I am more
  interested in a career in science, engineering or
  mathematics
• Question 3-I know more about the types of careers
  in science as a result of today
• Question4-I am more likely to think about 'A'
  levels in the future in science and mathematics
• Question 5-I am more likely to think about going
  to college or university one day to study one of
  these

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Evaluation

• Question1-I found out something I didnt know
• Question 2-The activity was interesting.
• Question 3-I could see connections with what I am
  learning in maths and science at school
• Question4-The activity made me want to find out
  more about science, engineering or mathematics.
• Question 5-The activity was fun

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Evaluation

• Question1-I found out something I didnt know
• Question 2-The activity was interesting.
• Question 3-I could see connections with what I am
  learning in maths and science at school
• Question4-The activity made me want to find out
  more about science, engineering or mathematics.
• Question 5-The activity was fun

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To Continue

• Roll out UWE STEM day to 5 schools each year in
  June
• Use activities in UWE
• Big Bang (11-13 March 2011) 2 activities
  presented

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What we have learnt

• Peer Review
• How to run a STEM School Activity Day from UWE
  perspective.
• Prior visit to school essential.
• Other lessons
• Enthusiastic academic and technical staff are
  essential
• Involve Local Authority early
• Costs make roll-out difficult