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Jul 29 2016

Meet a Mentor: Zack Yarak

By Profiles

Zack Yarak Zack Yarak

 What are you studying? I am currently studying a double degree, Bachelor of Engineering (Civil & Infrastructure) (Honours) / Bachelor of Business (Management) at RMIT University.

Tell us about your In2science placement: My placement was an amazing experience. Aside from giving me experience in working with young students and inspiring them to work hard in maths and science and pursue a career in those fields, it was also great fun. I got to meet a lot of young kids, and that brought me back to when I was their age, so it was quite nostalgic in that sense. I got to return to my old high school as well. It was very nice, as I got to see some of my old teachers, and the kids connected with me even more once they knew I attended the same school as them.

Why did you become an In2science mentor? I had an In2science mentor when I was in high school. I remember the impact it had on me and some of my decisions going into VCE and even university. I felt like this would be a good way to give back and help inspire young students the same way I was at that age. I am very passionate about engineering and wanted to encourage kids to gain an interest in maths and show them how it can be applied to exciting courses and careers. It was actually quite surprising to see how many students had an interest in engineering and how they can go about studying it in the future.

What’s the best thing about In2science? The best thing about In2science for me would have to be the positive vibes that come from everyone in this program. Everybody is very passionate about science and encouraging others to be interested in it. There is always a great exchange of ideas and stories and I believe this positivity and passion will flow into the younger generation who we mentor and they will continue to spread the good vibes and love of science.

What’s one of the biggest challenges about In2science? Honestly, I felt that the whole In2science experience went smoothly and I didn’t run into too many challenges. It was a little bit difficult to motivate certain kids who were completely disinterested in maths, but with some time and dedication, those kids even seemed to come around on it.

What inspired you to study what you are studying? I think the biggest inspiration for me which led me to the course I am studying were certain teachers and mentors along my high school journey. I think the importance of mentors cannot be understated. My year 11 and 12 physics teacher was probably the biggest reason I am studying this course and have such a strong passion for physics and engineering.

What do you want to do after you finish university and why? I want to work as a project manager on infrastructure projects around the world and eventually specialise in rebuilding infrastructure in third world countries. I am very eager to get out into the real world and work on projects that will help move society forward and create a better standard of living for everybody.

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? I would want to chat with Isaac Newton, he achieved so much in the fields of science and mathematics. He developed the three laws of motion which are integral to engineering as well as discovering calculus, one of the most important foundations for engineers that followed.

 

Want to become an In2science mentor? Click here!

Jun 27 2016

eMentoring Pilot a Success

By News

To read about eMentoring from a mentor’s perspective, click here.

In2science recently completed a successful trial of its new eMentoring program, which aims to connect students from regional schools with university mentors. In March, In2science received funding from the Victorian Government to support the online mentoring program, which pairs eMentors with regional school students based on their interests, aspirations or competencies in science and mathematics. The completion of this pilot marks the beginning of an exciting new chapter for In2science, extending the program’s reach into regional areas of Victoria.

The pilot program started in April this year with three schools participating in the trial. A total of 27 students connected with 9 mentors in weekly audio and screen-sharing sessions. Two of the trial schools were in the Shepparton region, an area that In2science mentors would not normally be able to reach. The students benefitted from being in small groups of two to four during sessions with their mentors, gaining insights into STEM pathways they would not normally have. 

Using the screen sharing function, one mentor took students through her university course selection for semester 2, giving students a ‘real life’ sense of what uni is like and the possibilities open to them if they go onto study science after completing year 12.  Other mentors and student groups had far reaching discussions as to why soft drink cans burst in the freezer, and how it could be possible for a planet to be made from diamonds.

 

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Over the trial spanning 10 weeks, eMentors also worked with students on their classwork, study skills and supported students to consider science outside the science classroom. The trial also gave mentors and coordinators valuable insights into some of the practical challenges of communicating with students over the online platform, and ways to overcome these challenges.

During the semester one pilot, eMentors submitted weekly reflective tasks.  Use the tabs below to get a snapshot on how sessions changed over time.

    “Students were shy. Gave some info about uni, hopefully there will be more questions next week”

    “Introduction to uni life, what I am studying (including what I will be doing honours in). What the students are interested, what they like doing for hobbies. Then went to talk about cells, the general structure of cells and the difference between plant and animal cells. Drew diagrams on white board. General ‘getting to know you talk’”

    “Students had lots of questions, chatted for 45 mins!”

    “Talked about different types of energy, and why soft drink cans burst in the freezer. Why sound can’t travel in space.”

    “Discussed the heart and what it’s going to look like on Friday when they do a dissection. Talked about how diamonds are formed, and how it could be possible for a planet to be made from diamonds.”

    “We went over the heart dissection, the different parts and the direction of blood flow. Then moved on to talking about university and the possibility of having to relocate to study and if that put them off.”

    “Talked about how their test went and both students were very happy with their test outcomes. We then went to start talking about digestion and more progressed into some general talk about biology and different living organisms and their structures and overall design. One student particularly liked that we went ‘off topic’ and ‘off schedule’ . It was a relaxed session, talked about one of the student’s footy playing and who they would be battling in the next few weeks.”

    “Finished up digestion and did a review, getting both Students to relay me what they had learnt and what they found interesting. I was impressed by the wealth of knowledge both students had collected over the few short weeks and have no doubts that they will be great when the test comes around. We then started talking about circulation and the heart and the different sections of the heart, as they have a heart dissection coming up. I also mentioned that the ementoring classes were coming to an end as we were in week 9 of the 10 week period…. Both Students seemed sad to see the program coming to an end but when I asked them had they enjoyed themselves and learnt new things they both said that they were very happy to participate in the program and enjoyed chatting to me about uni and various other science topics.”

    Next semester the program is set to double in size, lead by our new eMentoring coordinator Ana Garcia Melgar.  If you are interested in the program and would like further information, please get in touch via [email protected].

    To read about eMentoring from a mentor’s perspective, click here.

    Jun 27 2016

    Meet an eMentor: Lauren Grimes

    By Profiles

    Lauren-4

    Lauren Grimes

    What are you studying?  I am in my final year of the Science Double Degree Program at La Trobe University. Through this program I have been able to study two degrees; Bachelor of Biological Sciences and Bachelor of Animal and Veterinary Biosciences, with majors in Agriculture, Zoology and Microbiology (and a minor in Psychology).

    Tell us about your In2science placement:  This was my first In2science placement, and to make it even more exciting I was lucky enough to be part of the eMentoring pilot program. This meant that all of my In2science sessions were run over a chat program online! I worked with four year 8 science students from Cobram Secondary College. Given that it was just myself and the students, we had the freedom to talk about whatever came up and focus on any particular areas each individual student was interested in or needed help with; no two weeks were the same!

    Why did you become an In2science eMentor?  I believe that, unfortunately, many people view mathematics and science as daunting or difficult fields of study, and therefore avoid them completely. For me, being an In2science eMentor was about breaking down these stereotypes and showing that science and maths can be interesting and fun. I specifically liked the eMentoring as the students I worked with had an extra set of obstacles to overcome as they live in rural locations.

    What’s the best thing about eMentoring?  I would have to say the small groups (as opposed to being with an entire class), as it allowed me to get to know each student well and tailor the topics we covered to suit their interests. Although it was through a computer screen, it seemed much more personal and relevant for everyone involved.

    What’s one of the biggest challenges of eMentoring?  One of the interesting things about eMentoring is that there is no teacher present; just the mentor and the students. Sometimes this made it hard to prepare in advance for our sessions, as I didn’t always know what topics were being covered in class. It meant I had to think on my feet and be flexible – luckily I was trained up and had ample resources from In2science to help with sessions.

    What inspired you to study science and mathematics?  I love that science and mathematics always have a correct, concrete answer or concept. On top of this, with science in particular, there is always more to discover! I find it really inspiring knowing that there is so much we don’t know about the world we live in and that I could be the one to discover something new!

    What do you want to do after you finish university and why?  My degree has allowed me to study many different areas of science, and this appears to be a blessing and a curse at the same time! Each year I seem to fall in love with a new discipline (this year it’s microbiology) and this means I am constantly looking at different careers and pathways. My end goal is to work in biosecurity and animal health though.

    If you could have an hour to chat with any scientist or mathematician, who would it be and why?  I would have to say Sigmund Freud! He was, and still is, a huge influence in the field of psychology and made so many interesting contributions. Although many of the theories he proposed have since been discredited, I would love to meet him to observe his personality and gain an insight into his absurd way of thinking.

     

    Want to become an In2science mentor? Click here!

    May 31 2016

    May 2016 Reflections

    By News

    May has been a busy month for the In2science team attending events in the education community, in addition to running the program. Here’s a round up of events:

    IMG_126 cropped

    In2science mentor Eloise Molan helps students program their robot at Quantum Victoria

    In2science & Quantum Victoria Event  Quantum Victoria, with assistance from In2science, hosted a day of immersive STEM workshops. Over 100 students from 3 schools, participated in workshops including 3D design through CAD software, playing with logic gates in Minecraft, and reverse engineering robots.

    The students were accompanied by five In2science mentors, and had opportunities to ask the mentors about further studies in STEM and their experience of university. The event concluded with a Q&A panel session featuring the mentors, the In2science Program Director, Program Manager, and the Director of Quantum Victoria.

     

    Encouraging Girls in STEM  Maddy Yewers, In2science Coordinator at The University of Melbourne, attended the “Encouraging Girls in STEM” event as part of Melbourne Knowledge Week. It was hosted by a start-up called Power of Engineering which runs one-off events in schools for girls to show the possibilities of engineering for women.

    A number of great resources and ideas were discussed, including the importance of role models and incorporating Growth Mindset in STEM classrooms.

    The language that people use when speaking to girls about studies and careers STEM is also important.  Girls benefit from collaboration, especially when they can participate and communicate fairly. Girls are motivated by projects they find personally relevant and meaningful.

    Furthermore, it is useful to discuss careers in STEM in terms of the personal characteristics they require, not what STEM professionals ‘do’. Research also shows that, on average, women self-identify using adjectives (e.g. helpful, organised, friendly, shy) whereas men self-identify through activities that they are involved in like jobs, hobbies and interests.

    These valuable insights will be passed onto In2science mentors in training sessions to further encourage girls in science and maths classrooms.

     

    ACER workshop makes maths fun   What is the best way to get students to have fun with maths?  The Australian Council for Educational Research (ACER) ran a workshop last week to explore this question and RMIT University In2science Coordinator Claire Farrugia went along to find out more.

    The workshop highlighted the importance of language when developing maths literacy and offered a plethora of examples, activities and games for developing maths language and skills.

    Words that we know as having a mathematical meaning like volume or takeaway have other more common meanings for students. The workshop suggested that language is extremely important in teaching maths, and extra time should be spent to understand the context of these words so students become familiar with them.

    The workshop also provided a number of different cooperative logic problems to build language, teamwork and confidence in mathematics.

    These resources will be used to train In2science mentors heading into maths classes in semester 2, 2016 and beyond.

    ACER run a wide variety of professional learning workshops across Australia. For more information visit their website.

     

    Encouraging students to explore career pathways in STEM  Genevieve Lazzari, In2science Program Director, delivered a presentation at the Department of Education and Training’s STEM Education and Careers Workshop.

    The presentation focused on the importance of mentoring in schools by university students studying science, engineering and mathematics courses. Genevieve was joined in the presentation by Sally IP of CSIRO’s Scientists and Mathematicians in Schools.

    The event was a showcase of STEM careers resources provided to teachers in order to plan for enriched student learning experiences.

    May 20 2016

    Meet a Mentor: Jaydene Pearson

    By Profiles

    Jaydene Pearson Jaydene Pearson

    What are you studying? I am currently in my final year of a Bachelor of Mechanical Engineering (Honours) at Swinburne University. I really enjoy engineering as it applies maths to the real world and is a field that is constantly changing and moving forward with innovating ideas.

    Tell us about your In2science placement: This is my third placement with the In2science program and I’m enjoying it a lot. Currently I am placed at Rowville Secondary College working with a year 8 science class. The class is a part of the Maths and Science Academy they run at the school. They are an amazing group of students to work with, and many different personalities making each class exciting to walk into.

    Why did you become an In2science mentor? I saw the program as an opportunity to give back to the community, while encouraging students to consider STEM (science, technology, engineering and mathematics) careers. As one of very few girls in mechanical engineering it’s an opportunity to show students that you don’t have to fit the stereotype to pursue a career you want. Later on in my career teaching is definitely an option so it also gave me a little bit of insight into the workings of a classroom.

    What’s the best thing about In2science? The best thing about In2Science is how it connects students to the possibilities offered in STEM careers and brings the real world to them. In high school it is often hard to connect what you’re learning to the world around you and bringing in university students to help do that is a brilliant idea.

    What’s one of the biggest challenges about In2science? I found over my placements the biggest challenge was the dynamics of the classroom, sometimes students clashed and others struggled to keep quiet. But through talking with the teacher and training provided by In2science you start to build a repertoire of skills not only helpful for placement but that can be used in everyday life.

    What inspired you to study science and mathematics? I have always loved maths and science growing up, and for me studying engineering was the natural progression. It combines all aspects of science and maths and applies it to real world problems. It inspires me knowing what engineers can do to help improve the lives of many around the world.

    What do you want to do after you finish university and why? Now the end of my degree is so close the true amount of career options that an engineering degree offers is making the decision a lot more difficult, but ultimately I would love a career that gives back to the community (possibly in the field of self-sustaining energy!).

    If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? I would love to have a sit down with Nikola Tesla; his innovation was far beyond his time and to be able to talk about all his theories and ideas would be an experience like no other.

     

    Want to become an In2science mentor? Click here!

    Apr 22 2016

    Meet a Mentor: Mitchell Griggs

    By Profiles

    Mitchell GriggsMitchell Griggs portrait

    What are you studying? I am in my final year of studying for my Bachelor of Biomedical Science at La Trobe University, I initially enrolled in a different course and have since transferred into this course.

    Tell us about your In2science placement. I have previously been placed at Epping Secondary College, currently I am placed in a year 9 science class at Roxburgh College in Victoria. We are currently studying diseases and have just finished studying the periodic table. The class has a great range of students which presents some interesting challenges.

    Why did you become an In2science mentor? Firstly, I firmly believe that science communication and scientific literacy is critical to a healthy society, encouraging students in their studies in science, and by extension learning overall, is a worthy practice. Secondly, science, technology, engineering, and mathematics underlie so much of our natural and man-made universe and has challenged and filled me with wonder throughout my life, the opportunity to share this enthusiasm is very rewarding.

    What’s the best thing about In2science? In2science connects mentors with groups of students who have a demonstrated need, and effectively match mentors with their positions meaning that all involved can get the most out of the program. The increased social and educational equity is a great outcome, there are also plenty of other fun and rewarding interactions to be had for all involved.

    What’s one of the biggest challenges about In2science? The program requires you to think on your feet, take initiative in the classroom and deal with challenging and perhaps confronting situations with students. Overall the range in abilities and levels of interest provides a context in which it is hard to measure the impact you are having, it is therefore important to stay adaptive and motivated; which can be a challenge.

    What inspired you to study science and mathematics? As long as I can remember I have had a keen interest in these fields, after spending time working as a musician and in several other fields my search for challenge and meaning in my life and work led me to return to study, science was a natural choice for me as it is a never-ending source of challenges and affords many opportunities for me to draw meaning from my life and work.

    What do you want to do after you finish university and why? I aspire to continue into post-graduate study; my primary ambition is to study medicine and eventually become a doctor. I also seek to continue my involvement in science communication and become more involved in public health and science engagement.

    If you could have an hour to chat with any scientist or mathematician, who would it be and why? Charles Darwin due to his fascinating life story and scientific works, as well as his ground-breaking impact on the progress of science would make a very interesting conversation. I think he would be fascinated to hear about the progress in biology, genetics, and medicine his work influenced and enabled.

     

    Want to become an In2science mentor? Click here!

    Apr 21 2016

    Supporting Mentors in their Placements

    By News

    CommunicationPD3On 7 April In2science provided mentors with a professional development workshop hosted by RMIT to help develop skills in communicating and engaging with high school students.

    RMIT counsellor Lyndon Medina presented the session with the aim to give mentors new tools and techniques to engage students at their placement schools, drawing on his many years’ experience working with young people from diverse backgrounds,

    From the beginning of the workshop it was clear this was going to be a different experience, as Lyndon got the participants on their feet, and lined up in order of their level of confidence in public speaking. He then called for volunteers to come out the front and tell the group what they like about science and public speaking.

    The audience was invited to give feedback on what they liked about how each speaker conducted themselves. It was great to see the positivity and support that everyone showed for their fellow mentors who had put themselves out in front of the group.

    The rest of the presentation was an open discussion guided by Lyndon that looked at how to empathise with students and engage their interests to encourage them in science.

    This is one of several sessions In2science organises throughout the semester to give mentors the opportunity to meet up, share experiences, and to gain new skills to be more effective in inspiring students to get involved with science.

    Mar 21 2016

    New funding boost for In2science eMentoring

    By News
    DET_clearSpace1

    In2science acknowledges the support of the Victorian Government

    In February, In2science received a grant as part of $1 million for commitment from the Victorian government to develop new mentoring programs or expand existing ones for disadvantaged young people. This funding from Department of Education and Training (DET) will be used to enhance, accelerate and broaden the rollout of the online mentoring aspect of the program.  In2science eMentoring is an innovative online mentoring program that connects secondary students in regional Victoria with eMentors studying science, technology, engineering and mathematics (STEM) at one of our four partner universities.

    In2science has worked for 12 years with science students in disadvantaged schools in the Melbourne region with significant success. With research showing regional areas have significant unmet needs and reduced learning experiences In2science aims to inspire, motivate and mentor regional and rural students interested in studying STEM to year 12 level and beyond.

    The new funding will support the employment of a dedicated eMentoring coordinator as well as the technology required to run the program effectively.  It will build on key elements of the existing program, currently funded by the Federal government Australian Maths and Science Partnerships programme, by extending its reach and giving students in regional and rural secondary schools the opportunity to interact with university maths and science students.  In2science will train and pair an eMentor with regional school students based on their interests, aspirations and/or competencies in science and mathematics. eMentors and students will meet digitally once a week for a 10-week placement period via a customised platform to discuss topics ranging from schoolwork to university life and study skills.

    In2science eMentoring is preparing to roll out a pilot program with 3 Victorian regional schools in the first half of 2016 with plans to have 18 eMentors working across 6 regional schools in semester 2 and further growth in 2017.

    Mar 21 2016

    In2science & Quantum Victoria Event

    By Events

    QuantumWhen: Monday 9th May, 2016
    Where: 235 Kingsbury Drive, Macleod West, Vic 3085
    Cost: FREE

    Quantum Victoria is an innovative centre bringing science and mathematics education to life for students, teachers and the wider community. On Monday 9th May 2016 Quantum and In2Science are partnering to run workshops for students about STEM and STEM pathways. There will be In2Science mentors from Swinburne, La Trobe, RMIT and The University of Melbourne as well as Quantum staff running workshops and Q&A sessions for secondary students.  If you are a secondary teacher and would like to bring your students to this free statewide event for government schools, please contact Anna: [email protected]  or by phone: (03) 9223 1460

    Find out about other events run by Quantum Victoria:
    https://www.quantumvictoria.vic.edu.au/latest-news/2016-student-statewide-events/

    Dec 10 2015

    In2science reflections: Semester 2, 2015

    By News

    Semester 2 heralded a significant milestone for the In2science program.

    All four partner universities were active in placing mentors for the first time under new funding from the Federal Government’s Australian Maths and Science Partnership Programme. This funding saw the four universities:

    • recruit, train and place 74 mentors
    • reach 1646 students
    • enable an annual contribution of $3.5 million to the Australian economy as the result of mentored students pursuing science, technology, engineering and mathematics careers

    The long-term benefits of peer mentoring can be difficult to quantify. However, pre- and post-placement surveys allows glimpses of the short-term impact of the In2science program on both mentors and students.

    Impact on students

    Word cloud generated from students' comments.

    Word cloud generated from students’ comments.

    In2science mentors had a generally positive impact on students’ engagement with and attitudes towards science.

    Preliminary analysis of survey results reveal that, after having an In2science mentor, students:

    • Are more likely to discuss science with friends and other students in order to improve their understanding
    • Remain relatively unchanged in their perception of science ability
    • Are more likely to enjoy practical investigations
    • Can see themselves doing a job that involves science

    Students completed a pre-placement survey in July, which was followed up post-placement in October/November. Using an anonymous unique student identifier, we have matched a number of responses, allowing analysis of individual students and their change in responses.

    This approach to evaluation has produced an astounding 29,500 individual data points and a myriad of ways to probe them. Investigating the number of students who changed their responses to survey questions from July to November – or those who remained unchanged – reveals general trends and impacts of In2science mentors on students at an individual level. As an example, 26% of students from matched data responded more positively to the statement “Nearly everyone is capable of understanding science if they work at it” after having an In2science mentor, while 66% remained unchanged. However, of those who didn’t change their response, more than half already agreed with the statement.

    Analysis of matched survey results highlights areas for the program to improve. After having an In2science mentor, students responded more positively towards the statement “If I get stuck on a science problem, I won’t be able to work it out on my own”. Although more students disagreed (27%) with this statement than agreed with it (26%), the shift trend away from disagreement suggests a change in students’ confidence in science. While there are numerous factors that may impact student confidence, there is room for In2science mentors to focus on building confidence in problem solving skills.

    Impact on mentors

    It wasn’t just students who benefited from In2science: mentor evaluations also reveal a positive impact.

    Mentors also completed pre- and post-placement surveys to gauge their attitudes towards science, communication and education. Preliminary analysis of results indicate:

    • Mentors have a greater understanding of the teaching and learning process (54% responded more positively)
    • 20% of mentors improved their skills in working in different economic, cultural and social environments (84% felt that already had those skills prior to In2science)
    • 94% felt they had a positive impact on students throughout their placement

    For some mentors, In2science is an opportunity to gain experience in a classroom environment. Our surveys looked as mentor’s responses to the statement “I am not considering teaching as a career”. Analysis of survey results show that 15% of mentors were more likely to agree with that statement after their In2science placement, while 8% were more likely to disagree. 77% remained unchanged. Although In2science does not exist to encourage university students to pursue teaching, it can play an important role in introducing university students to the classroom environment and help them make an informed decision. The change in responses to this statement suggest that In2science is serving this purpose and helping those who intend to become a teacher decide if that is really for them.

    Looking towards 2016

    Semester 1 will see the number of schools partnered with In2science double to 32. In addition, regional campuses will again be involved in mentoring, with Bendigo-based La Trobe University students volunteering for the program. By the end of 2016, the number of partner schools is projected to grow to 40.

    In comparison, mentor numbers are projected to grow at a slower rate. In2science coordinators aim to place at least 80 mentors in the first semester, rising towards 100 mentors in the latter half of 2016. Providing adequate support for mentors which, in turn, impacts the quality of the program for students, is a key driver in moderating growth of mentor numbers. By the end of 2016 it is possible that In2science mentors may collectively interact with some 2500 students, however the final number depends on how teachers plan to utilise the mentor in their classroom.

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