Sustainable Development Goal target(s)
Quality Education (SDG 4) and Gender Equality (SDG 5)
|Project lead||Robert Collins, School of Education|
|Open to year groups||1, 2, 4, and postgraduate|
Please note: availability can vary between degrees. Please contact your advisor of studies and the project lead for more information.
|How to apply||
To apply for this project please complete our application form.
Scotland’s ongoing economic prosperity and international competitiveness are bound jointly to the development of both a scientifically-literate population and the sustainable generation of future world-class scientists and engineers from among its young people.
There exists, however, some concern nationally as to the landscape of engagement in formal science-related subjects among young people in Scotland and their general attainment of sophisticated levels of science & technology knowledge and skills by employers.
Subsequently, much of public policy has placed Scottish teachers and schools at the vanguard in supporting young people to pursue a life-long interest in science and technology. It's thought this will primarily encourage young people to engage more fully with science & technology issues generally and positively influence their choice of science-related future study at University or career aspirations.
With this in mind, several current key national reports have recommended the introduction of enhanced approaches towards supporting learner engagement in teaching science, technologies, engineering and mathematics (STEM) education.
What’s involved for students?
This VIP offers both an interdisciplinary approach to learning and the development of enhanced communities of inquiry. Within the project, students will be supported in creating and sustaining STEM education clinics in schools and knowledge exchange events within related local communities in Scotland.
In so doing, the project seeks not only to develop students' own STEM domain knowledge, but to also promote the development of their intra –professional and inter-personal skills sets. Both of these skills are widely considered as a much-valued commodity in the modern employment environment.
Such collaborative effort between students from different academic disciplines and backgrounds will also aim to address fundamental issues such as wider community access to, and gender equality within, STEM literacy through using these local schools STEM Clinics as satellite hubs for learning.
Issues relating to the development of STEM literacy at student, pupil and community levels will subsequently form the basis for an ongoing and sustainable real-world research programme. Crucially, in keeping with findings from earlier pilot phases of the project already, it's hoped this approach will not only resonate strongly with the ethos of supporting even greater student agency in their own learning at Strathclyde but also foster a truly authentic and inspiring learning experience for all participants.