Supporting the STEM transition between school and university

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

Abstract

This paper sets out to review the relationship between Schools and Universities in the West of Scotland with the strategic aim of widening access to STEM Science, Technology, Engineering and Mathematics) based subjects. With the changing nature of education in Scottish schools because of the Curriculum for Excellence and the requirement for increasing, the number of students who participate in STEM subjects at university. An eight-person research team was assembled at the University of Strathclyde to investigate, support and raise awareness of the key factors affecting successful STEM transition from secondary school to university. The group made up from students and academics was a novel approach and aimed at developing their knowledge of the current Scottish education system whilst developing partnerships with secondary schools in the local Glasgow area.
Several peer discussion groups were conducted as part of the methodology and it was through these that ideas, such as a student elective scheme allowing university students to enter schools and run project based learning workshops, could benefit the transition strategy for young people to enter the STEM based disciplines at university. The outlined proposals, when implemented, have the possibility of negating the previous inconsistency of previous attempts to address the problem of successful STEM transition. Four key project deliverables were identified that had the potential to develop the strategy necessary to encourage and develop school pupils into the STEM subject areas and with the
help of staff and pupils, the researchers were able to identify potential ideas and solutions to facilitate this.
LanguageEnglish
Title of host publicationDS 78 
Subtitle of host publicationProceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations
Place of PublicationGlasgow
Pages408-513
Number of pages6
Publication statusPublished - 4 Sep 2014
Event16th International Conference on Engineering Design and Product Education - University of Twente, Enschede, Netherlands
Duration: 4 Sep 20145 Sep 2014

Conference

Conference16th International Conference on Engineering Design and Product Education
CountryNetherlands
CityEnschede
Period4/09/145/09/14

Fingerprint

school transition
Students
university
school
pupil
secondary school
student
Education
Curricula
group discussion
education system
mathematics
engineering
staff
curriculum
human being
methodology
science
learning
education

Keywords

  • STEM support
  • STEM education
  • education approach

Cite this

Sayer, P., Thomson, A., McLaren, A., & Little, D. (2014). Supporting the STEM transition between school and university. In DS 78 : Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations (pp. 408-513). Glasgow.
Sayer, Philip ; Thomson, Avril ; McLaren, Andrew ; Little, Derek. / Supporting the STEM transition between school and university. DS 78 : Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations. Glasgow, 2014. pp. 408-513
@inproceedings{c61c2603569243658a4397b425bcaa15,
title = "Supporting the STEM transition between school and university",
abstract = "This paper sets out to review the relationship between Schools and Universities in the West of Scotland with the strategic aim of widening access to STEM Science, Technology, Engineering and Mathematics) based subjects. With the changing nature of education in Scottish schools because of the Curriculum for Excellence and the requirement for increasing, the number of students who participate in STEM subjects at university. An eight-person research team was assembled at the University of Strathclyde to investigate, support and raise awareness of the key factors affecting successful STEM transition from secondary school to university. The group made up from students and academics was a novel approach and aimed at developing their knowledge of the current Scottish education system whilst developing partnerships with secondary schools in the local Glasgow area.Several peer discussion groups were conducted as part of the methodology and it was through these that ideas, such as a student elective scheme allowing university students to enter schools and run project based learning workshops, could benefit the transition strategy for young people to enter the STEM based disciplines at university. The outlined proposals, when implemented, have the possibility of negating the previous inconsistency of previous attempts to address the problem of successful STEM transition. Four key project deliverables were identified that had the potential to develop the strategy necessary to encourage and develop school pupils into the STEM subject areas and with thehelp of staff and pupils, the researchers were able to identify potential ideas and solutions to facilitate this.",
keywords = "STEM support, STEM education, education approach",
author = "Philip Sayer and Avril Thomson and Andrew McLaren and Derek Little",
year = "2014",
month = "9",
day = "4",
language = "English",
isbn = "9781904670568",
pages = "408--513",
booktitle = "DS 78 ",

}

Sayer, P, Thomson, A, McLaren, A & Little, D 2014, Supporting the STEM transition between school and university. in DS 78 : Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations. Glasgow, pp. 408-513, 16th International Conference on Engineering Design and Product Education, Enschede, Netherlands, 4/09/14.

Supporting the STEM transition between school and university. / Sayer, Philip; Thomson, Avril; McLaren, Andrew; Little, Derek.

DS 78 : Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations. Glasgow, 2014. p. 408-513.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

TY - GEN

T1 - Supporting the STEM transition between school and university

AU - Sayer, Philip

AU - Thomson, Avril

AU - McLaren, Andrew

AU - Little, Derek

PY - 2014/9/4

Y1 - 2014/9/4

N2 - This paper sets out to review the relationship between Schools and Universities in the West of Scotland with the strategic aim of widening access to STEM Science, Technology, Engineering and Mathematics) based subjects. With the changing nature of education in Scottish schools because of the Curriculum for Excellence and the requirement for increasing, the number of students who participate in STEM subjects at university. An eight-person research team was assembled at the University of Strathclyde to investigate, support and raise awareness of the key factors affecting successful STEM transition from secondary school to university. The group made up from students and academics was a novel approach and aimed at developing their knowledge of the current Scottish education system whilst developing partnerships with secondary schools in the local Glasgow area.Several peer discussion groups were conducted as part of the methodology and it was through these that ideas, such as a student elective scheme allowing university students to enter schools and run project based learning workshops, could benefit the transition strategy for young people to enter the STEM based disciplines at university. The outlined proposals, when implemented, have the possibility of negating the previous inconsistency of previous attempts to address the problem of successful STEM transition. Four key project deliverables were identified that had the potential to develop the strategy necessary to encourage and develop school pupils into the STEM subject areas and with thehelp of staff and pupils, the researchers were able to identify potential ideas and solutions to facilitate this.

AB - This paper sets out to review the relationship between Schools and Universities in the West of Scotland with the strategic aim of widening access to STEM Science, Technology, Engineering and Mathematics) based subjects. With the changing nature of education in Scottish schools because of the Curriculum for Excellence and the requirement for increasing, the number of students who participate in STEM subjects at university. An eight-person research team was assembled at the University of Strathclyde to investigate, support and raise awareness of the key factors affecting successful STEM transition from secondary school to university. The group made up from students and academics was a novel approach and aimed at developing their knowledge of the current Scottish education system whilst developing partnerships with secondary schools in the local Glasgow area.Several peer discussion groups were conducted as part of the methodology and it was through these that ideas, such as a student elective scheme allowing university students to enter schools and run project based learning workshops, could benefit the transition strategy for young people to enter the STEM based disciplines at university. The outlined proposals, when implemented, have the possibility of negating the previous inconsistency of previous attempts to address the problem of successful STEM transition. Four key project deliverables were identified that had the potential to develop the strategy necessary to encourage and develop school pupils into the STEM subject areas and with thehelp of staff and pupils, the researchers were able to identify potential ideas and solutions to facilitate this.

KW - STEM support

KW - STEM education

KW - education approach

UR - https://www.designsociety.org/publication/35916/

M3 - Conference contribution book

SN - 9781904670568

SP - 408

EP - 513

BT - DS 78 

CY - Glasgow

ER -

Sayer P, Thomson A, McLaren A, Little D. Supporting the STEM transition between school and university. In DS 78 : Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations. Glasgow. 2014. p. 408-513