Engagement@Manchester Working with schools and young people Emma - - PowerPoint PPT Presentation

Engagement@Manchester

Working with schools and young people

Emma Lewis-Kalubowila and Roz Webster, Student Recruitment & Widening Participation Officers

The big why…

More personal “why(s)”…

Skills development Career enhancement Enhancing research quality & impact New research perspectives Increasing student recruitment Higher personal & institutional profile Influence & networking Collaborations & partnerships Enjoyment & personal reward Increase awareness of the value of research to society Additional funding Inspiring the next generation of researchers

Research Councils UK: What’s in it for me? The benefits of public engagement for researchers.

Why is schools liaison work important?

• Raise awareness of your subject area
• Enthuse young people about studying STEM to A-

level and beyond

• Provide IAG around progression and choices
• Share cutting-edge developments
• Recruitment activity
• It’s fun!

What is Widening Participation?

“Widening access and improving participation in higher education are a crucial part of our

• mission. Our aim is to promote and provide

the opportunity of successful participation in higher education to everyone who can benefit from it. This is vital for social justice and economic competitiveness.”

• Higher Education Funding Council

What is Widening Participation?

We want to identify and attract the most talented students to Manchester, regardless of their educational background – and we need your help to do so. At The University of Manchester we seek excellence, inclusivity and impact in everything that we do. Widening participation in higher education - in particular, enabling fairer access to a Manchester education for talented students regardless of their background - is central to our values as a world-class university.

http://www.manchester.ac.uk/connect/teachers/students/secondary/widening-participation/

Work with Key Influencers

• Teachers and Advisors

– School and College Forum and Bulletin – National Conference – STEM teachers conference

• Parents and Carers

– Parents and Carers Guide to HE – Foster Carers Conference

• School Governor Initiative

– a major programme to encourage University staff to become governors in local schools in the most challenging circumstances

School-University Partnership Initiative (SUPI)

• RCUK-funded catalyst scheme connecting

researchers with schools

• Researchers can get involved by:

– Coming to ‘Engaging with Schools’ training day – Listing an activity on SUPI Project Portal website – Coming to our annual networking event to meet with interested teachers

• See www.supi.manchester.ac.uk for more

info

• Contact Roz.webster@manchester.ac.uk

Support and Resources

• Whistlestop Guide to

Outreach

• Academic

Enrichment Officers

• Widening

Participation and Academic Enrichment Network

• Manchester

Prioritisation Model

• OFFA Funding
• Colleagues in your

academic school

• Contacts in Schools
• Newsletters to

teachers

How can you get involved in this area

• f work?
• Offer an academic

guest lecture

• Support your

students working as WP Fellows

• Lend a hand at

interview/open days

• Come along to another

engagement@manchester

session

• Become a MAP Tutor
• Be open to speak about

your love of your subject to the next generation!

Case Studies

CASE STUDY

Rhys Archer

• WP Fellow
• Women of Sci
• I’m an Engineer…

CASE STUDY

Kathryn McGurk

• WP Fellow

CASE STUDY

Kirsty McIntyre

• SUPI
• Brilliant Club
• WP Fellow
• Public Engagement

CASE STUDY

Alice Stefanelli

• Brilliant Club
• WP Fellow

CASE STUDY

OFFA Funding

• Overview of

Languages XP

• Benefits for

schools, staff and students.

OFFA-FUNDING – HOW WE SPEND IT

SALC OFFA FUNDING 4 pr project jects

• Rei

eimbur bursem sement ent of travel el costs sts for r in inter ervie iew da days

• Stude

dent t Ambass ssador dor talks s in in schools hools

• Six

ixth h Form m Insig ight t Days

• Lan

angu guag ages es XP

LANGUAGES XP – WHAT IS IT?

• MFL

FL outre reach ach pr progr gramme mme - pu pupi pils in in KS KS 3 or 4 (and, d, new t this is yea ear: : KS KS5)

• Les

ess wid idel ely tau augh ght t lan angu guag ages es

• Del

eliv iver ered ed by MFL FL UG stude dents ts (fin inal yea ear)

• 4 ses

essio ions s de deliv iver ered ed at the e school hool

LANGUAGES XP – WHY?

Lands ndscap cape e for r lang nguag uages: es: decline line in GC GCSE E and d Alevel entr ntries ies

• Motivation & inspiration for pupils
• Raising awareness of the variety of ab initio

language study available at UoM Skills ills develo elopm pmen ent t (and nd emplo ployability) ability) of our r own n students udents

LANGUAGES XP – HOW?

Oct – Dec:

• recruitment of UG students and schools
• Briefings and training, DBS checks, working out

timetables Dec – Feb:

• UG students develop materials
• Teaching practice

March

• 4 consecutive sessions taught at the partner schools

THE OUTCOMES

• 2016/17: 20 schools took part (14 of

those WP priority schools as per the MPM, 1 SFC)

• 21 students

THE OUTCOMES

For pupi pils: ls:

“Very fun and enjoyab able.

• e. PS Antho

hony y is the best” (Fail ilsw sworth th School) ) “I enjoyed it and would like to carry it on because the lessons are fun and the teacher r is nice!” (East Manchester Academy)

I …. % who agreed ed … enjoyed languages XP 99% …found sth out about the language/culture that I didn’t know before 98% …found sth out about university that I didn’t know before 70%

THE OUTCOMES

For r tea eachers: chers: 100% agreement that the programme was “well-targeted”, was a “positive experience”, has provided students with “valuable information”

“Thank you to Ja

Jake - he has inspired pired some of our r stude dent nts. . It will be a an unforg rget ettab table experienc rience e for them and we we are really appreciativ reciative of all his hard d work.”(Reddish Vale Technology College) “A chanc nce for r studen ents s to try something ething tota

• tally

y different.” (Irl rlam am & & Cadishe ishead ad College)

THE OUTCOMES

UoM students nts

“I believe that the nicest thing was to transfer all the knowledge that I have acquired from my four years of study to the students. It was useful to be able preparing lessons, doing planning and being able to conduct a

• lesson. Helpful for the future if I will decide to go into teaching! Thank you

for the experience.” “I found the freedom to work on an independent project with feedback to be a strong aid to my organisation and time management skills.”

% who agreed ed It was a positive experience 100% l learnt sth new 100% It will improve my employability 83%

YES, BUT….

School

• ls

s need to be pressed sed to stick ick to the programm mme rules.

• s. Problems

ems includ uded: ed:

• Pupils dropping in and out of the programme
• Groups too large/too small
• Schools forgetting that their student was coming that day
• Wide mix of age groups (actually, not that problematic for MFL)

UG student dents s need d even n more directi tion

• n in what

t to expect: ect:

• Pupils will not do revision in between sessions – you need to build in lots of

repetition

• Keep it fun and light – you can’t set homework

The timin ing g is and remain ins s challen engi ging ng for final year student dents

WHAT TO LEARN FROM THIS?

• Handbooks for schools and students
• Encourage students to collaborate & share

the work – Blackboard or dropbox for materials

• Timing – We are stuck with things as they

are for MFL, but other subjects may be able to bring things forward

CASE STUDY

Computer Science

• Teacher CPD
• Computing at

Schools

• Animation

Competition

Any Questions?