Yesterday I took an early flight down to London to attend an Institute of Physics (IoP) School Outreach Support Network meeting. I’m reasonably active in schools outreach work, and a little support never hurts. Overall the day was very positive, and I took home lots of little hints and tips that I might try and apply here, while it was also a chance to speak to range of academics that I might not normally come across. The slightly disappointing thing was that the flagship IoP activities in this area are funded in and for English schools exclusively. This ticks me off a little – a co-ordinated approach across the UK would seem appropriate, but I often find that people from ‘down South’ have difficultly dealing with a wholly different education system: there is a little of ‘I did A-levels, I understand them, the majority in the UK do them, so I need not concern myself further with anything else.’ This is disappointing, but it is a fact of life considering how eduction in the Uk is funded through devolved means – but I pay my membership fees to the IoP in London, and it’d be good to see maximum efficiency through shared schemes.
The main instrument the IoP is pushing is the ‘Stimulating Physics Network‘ which is designed to offer practical support and mentoring for physics teachers; pilot schemes are being set up with a range of partner schools who traditionally do not have much physics uptake at A level, with 35 support ‘coaches’ being available within the 420 partner schools to facilitate this. There is a great push to try and look and gender balance in physics (and through some of the schemes on offer, the wider school community) through direct work with girls, running workshops, offering peer mentoring support and senior pupil mentoring of junior pupils, increased STEM Ambassador support, highlighting gender aware pedagogy and the like. In general all positive and fairly sensible stuff, much of it on the back of previous IoP reports in this area: “It’s Different for Girls” and “Closing Doors“. The funding is there for 2-3 years and we’ll see how it all pans out. Additionally there is a scheme aimed at just London and surrounds funded by the Drayson Foundation. Physics does appear to have quite a big gender imbalance problem, and it’s good to see it being tackled head on on a number of fronts.
Other schemes currently include the ‘Your Life‘ initiative, which is led through private funding and is designed to promote better female participation in STEM subjects, aimed especially at 14-16 year olds. [Having just looked at their website, I am not quite sure what it’s all about, but hopefully the industry input will be a positive step]. There is also the Researchers in Schools project which will pay a premium of £40k a year for trainee teachers in physics and maths (for two years I believe), although I think the target number for the scheme is very low. This is aimed at PhD students and postdocs. It sounds attractive, but I can’t help feel that it would be somewhat divisive in a staff room.
We also heard from Gareth Edwards from the Open University about a RCUK funded scheme , the Schools-University Partnership which at the OU is designed to look at a number of different activities to promote engagement – open lectures, open inquiry, open dialogues and open creativity. The study will then look at the evidence base for the success of such projects. Gareth’s talk and little activity session was designed to highlight how one might measure success in these areas. The example used was in the ‘Open creativity’ section where students received media training, just like staff at the OU would and then were going to make a video making use of an element of current OU research. I think we’ll need to wait a wee while to see the project outcomes (it runs to 2015).
We also heard from a few physics academics on their outreach projects, one from Phil Furneaux from Lancaster about making better use of PhD students for outreach and the types of things they need if you are training them for such events; another from Heather MacRae from Venture Thinking and Helen Mason from University of Cambridge who produced an excellent project engaging pupils from an East London school to produce an iBook about the sun, “A big ball of fire“. The students got to visit Cambridge, took in a special lecture and worked on the multimedia aspects of putting their book together. The researchers were surprised at the range of media they got back. The idea can be readily ported to almost any subject area, although a lecture in your University might not be quite as swanky as one at Cambridge.
In the final talk we learned about the University of Bradford’s Robotic Telescope Project. This allows schools access to the telescope, which is in Tenerife, and to take real data and interact with astronomers. The idea being to provide a cross curricula opportunity which will hopefully also inspire pupils to stay with STEM.
So all in all a pretty good day, aside from the delayed flight home which mean to bed after 1am, and I have a few new ideas to try and push here, should I get a spare few minutes.
We have been lucky enough to have been awarded two summer studentships through the Institute of Physics Top50 placement scheme this year. This has meant that we have had a large number of applications for summer studentships from outside the University, whereas normally, most of our summer students tend to be pretty local. We have had twenty eight applications for our posts and having read through them all it looks like it is going to be a tough decision.
This got me to thinking: what is the purpose of a summer studentship? If this were a PhD position, or postdoc, or permanent staff member I’d be looking for the very best applicant, who shows the most potential, but reading through the CVs made me wonder, if an 8-week studentship, which is clearly not a job in any sense, should be judged in the same way? It is clear from the CVs there there a bunch of talented, motivated and above all experienced undergraduate students out there – they have undertaken previous research projects and tick the boxes in terms of writing a decent CV; they have things to talk about. But equally there a bunch of students who I started to worry about – they are clearly bright, with good grades and I am sure would do a good job over the summer, but they have little experience. Some have little experience of anything with patchy evidence of summer jobs or part time jobs, others can show that they have worked in a shop, but little else. I worry that many of these students, when it comes to getting real jobs after graduation, will struggle, based on their CVs. I know some of this is self-imposed, but equally I know many students simply can’t either find, or can’t afford to do, shiny research placements. There are many restrictions on finding such roles. I also know that when I was in a similar position my CV was somewhat thin – I’ve always been fairly reserved and wasn’t so good at putting myself ‘out there’. Unfortunately, now more than ever, it’s what you do in your holidays that marks you out for employers, especially when there are so many graduates with 1sts and 2.1s.
And so I wonder – is the purpose of my summer studentships to offer the opportunity to students who have never had it, or to propel on even further their more experienced peers – do I want to help improve some of the those CVs, offer some training and mentoring and the chance for something different to those who might not have had it before, or just go for the best qualified? Bear in mind that the students are unlikely to do anything earth shattering in 8 weeks, so I can genuinely offer these placements without worrying if the student is going to be absolutely brilliant – I’m mainly looking for application and a genuine interest in the topic area of biophotonics. I could also look at getting the best students in with a view to PhD places next year – but the less experienced could be just as good as the experienced if given a chance. I am still mulling over how best to approach this task.
[Also, 29% of applicants are female, 71% male, so still a bit of a hill to climb to get to any sense of equality in the physical sciences. In fact this is a decent ratio compared to other application processes for more senior posts that I have seen].