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Aug 25 2016

August Reflections

By News

August has been another busy month, with mentor placements finalised and underway, including the first full-scale group of eMentors connecting with regional schools. With a multitude of activities for National Science Week, the In2science team was also out and about at various events:

Teacher Felicity Wilmot from Alexandra Secondary College trying out the eMentoring technology at the STEM Careers Expo in Wangaratta

eMentoring at Wangaratta STEM careers expo

eMentoring Coordinator, Ana Garcia-Melgar, hopped on a train to attended the STEM Careers EXPO at Galen Catholic College in Wangaratta. There, she gave teachers and students a live demonstration of eMentoring in action. They were able to connect online via Zoom to talk to In2science staff, see how eMentoring works in practice and to learn about the benefits of online mentoring for regional students.

Conversation with Dr Alan Finkel

Australia’s Chief Scientist, and In2science Patron, Dr Alan Finkel met in conversation with ABC’s Natasha Mitchell at the Melbourne Convention and Exhibition Centre. There, he shared his insights and reflections on Australia’s place in the ever-changing science, technology and research landscapes. Three In2science Coordinators were in attendance, as well as one new La Trobe University mentor, Marianne Haines, who posed an excellent question that was addressed by Dr Finkel.

YSA lends a hand to train mentors

This semester, In2science partnered with Young Scientists of Australia (YSA) to help new mentors build their science communication skills. Four YSA volunteers (including one former In2science mentor) joined mentor training sessions at three partner universities to lead activities on relating science to real life and communicating a passion for science. The YSA members also invited mentors to join their national network of budding science enthusiasts.

Rewire Luncheon

Several In2science team members and mentors attended The Australian Newspaper’s Rewire luncheon. This event hosted a panel of experts, who examined some of the big questions around STEM education in Australia. They addressed questions such as why existing programs have not resulted in a national approach to STEM, the obstacles of student participation in STEM, and how Australia can increase its STEM teaching workforce.

Quantum Victoria STEM workshop

University of Melbourne Coordinator, Madeleine Yewers, attended a STEM best practice workshop at Quantum Victoria. The workshop was designed for teachers to build capacity in STEM Education and further engage students.  The workshop combined hands-on activities in programming, applying mathematics to the real world, and confronting well-known misconceptions in science as real-life examples (e.g. there are more than 5 human senses including pain, balance and body temperature). Maddy picked up some great ideas to inspire our mentors in the classroom!

 

Aug 24 2016

Meet a Mentor: Khaleel Mohammed

By Profiles

Khaleel Mohammed Khaleel Mohammed

What are you studying, and why do you like it? I am currently studying Bachelor of Science at the University of Melbourne, and find it very appealing as science had always been my favourite subject at school. I especially like the biological aspects in which I can study the structure, systems and functions of the different parts of the human body.

Why did you become an In2science mentor? The actual idea of visiting schools to assist and encourage students studying science is what drew me towards becoming a mentor. Although I aspire to be doctor, I always enjoy teaching and tutoring roles and In2science just opened that option for me.

Tell us about your In2science placement. I am mentoring at the school from which I graduated,  John Fawkner College. I really enjoy working with the students. It is a fairly small class and I like it that way, since I get to spend a lot of time with every student and it’s much easier to handle when asked to work in a group.

What is it like returning to your old school? I really enjoy meeting all my old teachers and talking about the changes that have occurred in life. It’s also a great feeling to be sitting inside the staff room and drinking coffee when back in the days I had to stay outside the door!

What message do you hope to pass onto the students in your In2science class? I want the students to know that they are all capable of pursuing a career in science and I see it in them.

What’s the best thing about In2science? The fact that it exists is the best thing. Another great thing for me is the time frame. Once a week for ten week really works for me.

What do you want to do after you finish university and why? After I complete my bachelors, I intend to enter Medicine and continue further onto becoming a cardiac surgeon. It’s been my dream since I was 9 and now, I just can’t think of doing anything else with my life.

If you could have an hour to chat with any scientist or mathematician, who would it be and why?

John Craig Venter. He is working on creating synthetic cells after completing the human genome. I want to know whether it would have occurred to him that this would be possible while he was studying the human genome and while at college. I would also like to know his ethical viewpoints on synthetic life.

Want to become an In2science mentor? Click here!

Aug 01 2016

In2science 2016 Semester One Reflection

By News

 

Sem 1, 20016 Student engagement highlights

Semester one has been another successful and impactful placement period for In2science. Our four partner universities coordinated 92 placements in 32 schools, with over 1500 students mentored over a 10-week block.

Our student, mentor and teacher evaluations measure many aspects of the program. In this snapshot, we take a look at the direct impact mentors have had on students in semester one, and the teacher and mentor perceptions in relation to this impact.

Impact on students:
This semester the In2science program was able to survey students in a whole class setting and group students based on if they worked with the mentor nearly every week or not.  All students were exposed to the same learning environment and this lead to the formation of a control group (students not directly working with mentors) to compare and measure the impact a mentor may have when working directly with the same students nearly every week.   Preliminary data from this has been overwhelmingly positive:

in2s_chartsjuly2016_studentconfidence_v2

Click on the tabs below to see what teachers and mentors say about the In2science program

    What teachers say:

    Teachers ranking: value gained

    Teachers ranking on what was of most value after having an In2science mentor

    “Nathan was an excellent mentor. He really connected with some of the students who needed a reason to want to do mathematics. I hope at some point in the future he might consider a career in teaching.”

    “Shaurya was excellent in my classroom at engaging with the students. It was also fortunate that the topics we were covering at the time fitted in to his expertise so he was able to help out many of the students develop their understanding. Thank you Shaurya.”

    “Sarah was a fantastic mentor. She engaged really well with the kids, asked lots of questions (both of the students, and of me) and was very inspiring. It was also really wonderful to have her”

    What mentors say:mentor impact statement - grey

    “Although I had to mentor two different classes each week, the students were more inviting and accepting than I imagined. I learnt that teaching is much more complicated than I anticipated and have a new found respect for teachers. On the topic of algebra, I had to condense explanations in their most simplest form and use real life analogies for them to really grasp the concepts and by doing so I also learnt more about effective learning strategies that I can use in my own work. During my placement, I met an aspiring politician who discovered he needed math/science to understand budgeting, GDP, and global warming which he was very passionate about. I met a student who told me he was very interested in supernovas and galaxies after watching YouTube videos about space and told me that he now was interested in becoming an astrophysicist. Because of my circumstances I was only able to get really close to a few students but this was a great and rewarding experience and I hope to be an even better mentor next semester.”

    “I really enjoyed the placement. The teacher was enthusiastic and it was fun and challenging finding different ways to engage with various students on scientific topics.”

    “In2science is a really good program! I feel as though it has a meaningful impact on not only the students, but also the mentors. It was enlightening seeing how schools have progressed since I was in high school, especially the role that technology plays in each lesson.”

     

    Jul 29 2016

    New Chair for In2science Advisory Board

    By News

    After three and a half years of dedicated and enthusiastic service to the In2science program, Mr Simon McKeon AO will step down as Chair of the In2science Advisory Board after our August meeting. Mr McKeon has this year taken on the role of Chancellor of Monash University.

    In2science would like to thank Mr McKeon for the guidance and support that he has provided to the program during his tenure. Mr McKeon has led In2science in securing funding from the Commonwealth government, and his advocacy at Federal and State levels has contributed greatly to our improved profile and presence. Mr McKeon will continue to be an outstanding advocate of the program.

    John Brumby 9 hhr

    The Honourable Professor John Brumby

    We are very pleased to announce that The Honourable Professor John Brumby has accepted our invitation to be the new Chair of the In2science Advisory Board. As a former Premier of Victoria (2007 – 2010) and Minister for Innovation, Professor Brumby has a strong commitment to Victoria.

    Professor Brumby has immense experience in public life, serving for more than 10 years as Treasurer and then Premier of Victoria.  He also served for 7 years as Federal MHR for Bendigo during the Hawke Government.

    Since retiring from politics, Professor Brumby has accepted a number of Board positions. He is Chair of the Olivia Newton-John Cancer Research Institute, Chairman of the Fred Hollows Foundation, National President of the Australia China Business Council, Chairman of the Motor Trades Association of Australia (MTAA) Superannuation Fund, an Independent Director of Huawei Technologies (Australia) Pty Ltd, and Chairman of Citywide Service Solutions Pty Ltd.

    In Government, Professor Brumby was a champion of science, technology and innovation with major new investments in the Australian Synchrotron, the new Florey Neuroscience Centre, the $250 million BioResource Centre, the Australian Centre for Regenerative Medicine, the expansion of WEHI and the new $1 billion Victorian Comprehensive Cancer Centre.  He is known as a strong advocate of education.

    The Advisory Board of In2science welcomes Professor Brumby, and looks forward to his guidance to the In2science program as it positions for the next phase of its growth.

    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.

     

    in2s_chartsjune2016_easeofcomm2

     

     

    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!

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