UAS – An Introduction

WHY UAS ?

Not enough undergraduates studying STEM subjects

Not enough subject specialist teachers

School pupils not interested in STEM subjects

• 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

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

SCHOOLS

PUPILSTEACHERS

HIGHER EDUCATION INSTITUTIONS

UNDERGRADUATES

STEM SECTOR

BUSINESSINDUSTRY

EDUCATIONGOVERNMENT

• 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

AIMS OF UAS

SUPPORTING ORGANISATIONS

GROWTH OF UAS

DEPARTMENTS INVOLVED IN UAS

Others Geology Geography Psychology MusicOther SciencesAgriculture Applied SciencesEarth sciencesEnvironmental SciencesFood SciencesNatural SciencesNutritional SciencesOceanographyPlant Sciences

139 Departments (Last updated 1 August 2011)

BENEFITS OF UAS

UNIVERSITIES

• Equip students with key transferable skills

• Develop outreach links

• Foster Widening Participation

• Assist HEI recruitment strategy

• Improve subject recruitment

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

BENEFITS OF UAS

TEACHERS

• Subject specific support

• Role models to help raise pupil aspirations

• Updated subject knowledge/CPD

• Links with local university

• Reusable resources

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

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

UAS – STRUCTURED & FLEXIBLE

UAS

HEI

Optional module/project – 2nd or Final yr

SCHOOLPRIMARY/SECONDARY/TERTIARY

AdviceModule MaterialsNetworking

PlacementSupportTraining

½ day per week

Minimum 10 weeks placement

OUTLINE TIMETABLE OF EVENTS 2011/12 (very flexible)

Module accreditation

Module offered to undergraduates

Undergraduate applications

Selection interviews

Training day

Undergrads assigned teachers – visit school to agree timetable

May ’11 – June ’11

May – Oct 2011

Mid Oct 2011

Mid Nov 2011

Late Nov 2011

Mid Dec 2011

STUDENT PREPARATION

• Introduction to module

• School system today

• Working with teachers

• Working with pupils

• Classroom deportment

• Support available to undergraduates

• Action planning

• Assessment

WHAT DO STUDENTS DOIN THE CLASSROOM?

3-4 hours per week for 10 -14 weeks

Classroom observation

Teaching assistant

Whole class teaching

Special projects

Curriculum enrichment activities

InnovativeHands-on

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

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

STUDENT ASSESSMENT

LOG BOOK/JOURNAL

20%

STUDENT PRESENTATION

30%

END OF MODULEREFLEXIVE

REPORT30%

TEACHERASSESSMENT

20%

FINAL TUTOR

ASSESSMENT

• 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 TrustNew Physics departments

PAST 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?

POTENTIAL FUNDING

SCHOOLSECTOR

WIN

STEMSECTOR

WIN

HEI&

STUDENT

WIN

UASUAS

Brian LockwoodUAS National Manager

Email: Brian.Lockwood@uas.ac.ukor Tel / Fax: 01757 210865

Website: www.uas.ac.uk