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UAS – An Introduction

UAS fosters STEM interest by offering undergraduates classroom-based experience, benefits students, teachers, and schools. Founded in 2002, it aims to develop key skills, attract more teachers, and inspire the next generation of STEM professionals.

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UAS – An Introduction

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  1. UAS – An Introduction

  2. WHY UAS ? Not enough undergraduates studying STEM subjects Not enough subject specialist teachers School pupils not interested in STEM subjects

  3. UAS - Launched in 2002/3 by Simon Singh & Hugh Mason • UAS is a not-for-profit company born out of concern for teacher & student shortages in STEM • Started with 4 departments, 3 universities and 28 undergrads • Today 139 departments, 48 universities and 1000 undergrads throughout UK and Ireland

  4. HIGHER EDUCATION INSTITUTIONS UNDERGRADUATES STEM SECTOR BUSINESS INDUSTRY EDUCATION GOVERNMENT SCHOOLS PUPILS TEACHERS The Undergraduate Ambassadors Scheme (UAS) is a framework that provides classroom-based experience for undergraduates allowing them to develop key transferable skills and gain academic credit through working with teachers to enrich the school curriculum

  5. AIMS OF UAS • Provide undergraduates with an intellectual challenge which helps them to develop key transferable skills • Attract more graduates into teaching • Give support to teachers in the classroom • Supply role models for pupils • Encourage a new generation of scientists, technologists, engineers, mathematicians & linguists

  6. SUPPORTING ORGANISATIONS

  7. GROWTH OF UAS

  8. DEPARTMENTS INVOLVED IN UAS 139 Departments (Last updated 1 August 2011) Others Geology Geography Psychology Music Other Sciences Agriculture Applied Sciences Earth sciences Environmental Sciences Food Sciences Natural Sciences Nutritional Sciences Oceanography Plant Sciences

  9. BENEFITS OF UAS • UNIVERSITIES • Equip students with key • transferable skills • Develop outreach links • Foster Widening Participation • Assist HEI recruitment strategy • Improve subject recruitment

  10. BENEFITS OF UAS • UNDERGRADUATES • Gain academic credit • Develop key transferable skills • Develop project management skills • Opportunity to explore teaching • Consolidate subject knowledge • Develop personal confidence

  11. BENEFITS OF UAS • TEACHERS • Subject specific support • Role models to help raise pupil • aspirations • Updated subject knowledge/CPD • Links with local university • Reusable resources

  12. BENEFITS OF UAS • PUPILS • Individual attention • Enthusiasm of student for subject • Role model near their age • Awareness of HE • Visits to university • Use of university facilities

  13. HOW UAS HELP • MODULE DOCUMENTATION • Recruitment, Training and Placement of Undergraduates • Recruitment of Teachers and Working with Schools • Assessment and Evaluation of the UAS Module • Module Accreditation • INFORMATION AND GUIDANCE

  14. UAS – STRUCTURED & FLEXIBLE UAS AdviceModule MaterialsNetworking SCHOOL PRIMARY/SECONDARY/TERTIARY Optional module/project – 2nd or Final yr ½ day per week Minimum 10 weeks placement PlacementSupportTraining HEI

  15. OUTLINE TIMETABLE OF EVENTS 2011/12 (very flexible) May ’11 – June ’11 May – Oct 2011 Mid Oct 2011 Mid Nov 2011 Late Nov 2011 Mid Dec 2011 Module accreditation Module offered to undergraduates Undergraduate applications Selection interviews Training day Undergrads assigned teachers – visit school to agree timetable

  16. STUDENT PREPARATION • Introduction to module • School system today • Working with teachers • Working with pupils • Classroom deportment • Support available to undergraduates • Action planning • Assessment

  17. WHAT DO STUDENTS DOIN THE CLASSROOM? 3-4 hours per week for 10 -14 weeks Classroom observation Teaching assistant Whole class teaching Special projects Innovative Hands-on Curriculum enrichment activities

  18. SPECIAL PROJECT • The undergraduate devises a special project based on discussions with the teacher. Examples: • Work with low ability pupils • Work with the ‘gifted & talented’ pupils • Take pupils on visits • Organise university trips • Produce teaching resources • Introduce new IT software/hardware • Introduce & develop clubs • etc

  19. KEY ASSESSMENT CRITERIA • Communication skills • Working with others • Organisation, reliability and self-management • Initiative and creativity • Identifying and understanding the educational • needs of others • Self-analysis and critical evaluation

  20. STUDENT ASSESSMENT LOG BOOK/ JOURNAL 20% STUDENT PRESENTATION 30% FINAL TUTOR ASSESSMENT TEACHER ASSESSMENT 20% END OF MODULE REFLEXIVE REPORT 30%

  21. PAST FUNDING • Pilot funding from Simon Singh in 2002/3 • TTA (Teacher Training Agency)/ • TDA (Training and Development Agency) • Funding from 2003/4 to 2005/6 of £500,000 • 2006/7 to 2007/8 • £40,000 grant from Biological and Medicinal Chemistry Section (BMCS) of the Royal Society of Chemistry (RSC) • New Chemistry departments • 2008/9 to 2009/10 • £50,000 grant from the Ogden Trust • New Physics departments

  22. POTENTIAL FUNDING • We are very keen to continue the growth of UAS and urgently need to secure additional funding to enable this to happen. • Recent initiatives with RSC – BMCS and the Ogden Trust have proved to be very successful. (Statistics available upon request) • We would be pleased to hear from any organisation, society or funding body who would like to discuss forming a partnership with UAS to enable us to continue our work in introducing new STEM departments (and languages?) to the benefits of UAS. • Potential sources of funding? Can you help please?

  23. WIN HEI & STUDENT STEM SECTOR SCHOOL SECTOR UAS WIN WIN

  24. Brian Lockwood UAS National Manager Email: Brian.Lockwood@uas.ac.uk or Tel / Fax: 01757 210865 Website: www.uas.ac.uk

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