Nicole Butler

By Tahnee Saunders

On October 10 and 11, In2science Program Manager Nicole Butler and I attended the 2024 Diversity in STEM Collaboration Workshop. Held at RMIT University in Naarm/Melbourne, the workshop gathered advocates of diversity and inclusion in STEM from tertiary institutions across Australia and New Zealand. It served as a platform for sharing impactful outreach programs and fostering connections to address the challenges faced by underrepresented groups in STEM. This event was the first of its kind I have attended after leaving my role of medical research scientist at the coal face of research into Parkinson’s Disease and taking on the new role as eMentoring Coordinator with In2science. It was so fulfilling to feel part of a community of passionate and caring people, all offering diverse programs to help everyone feel welcome in STEM fields.

Facilitated by Yemi Penn, an engineer, entrepreneur, and transformation thought leader, the workshop provided captivating sessions and interactive collaboration activities. Yemi is an absolute delight, thank you for reminding us to dream unreasonably and be curious rebels. I think the world needs more curious rebels, who are able to challenge current thinking and not be afraid to say what needs to be said. Yemi does this, while also maintaining a safe space, approaching all potentially uncomfortable situations with kindness and empathy.

Professor Kay Latham, Dean of STEMM, Diversity & Inclusion at RMIT, opened the workshop with a heartfelt speech providing a new perspective on the oft-quoted saying “you can’t be what you can’t see”. Prof Latham shared that this isn’t necessarily true as someone needs to be first and pave the way – as she has done herself. Now, young girls and women can look up to Prof Latham, and see themselves in her. Next up, the attendees presented short pitches about their programs and their involvement in Diversity in STEM. It was fantastic to hear about all the great work being done in this space at various institutions and find more people to connect with. Nicole and I would be lying if we didn’t say one of the big draw cards on the agenda was the “Connect with LEGO” session. I love LEGO, but little did I know how much Nicole loves LEGO, I even found out she has a LEGO passport – which I didn’t even know was a thing! Jokes aside, the “Connect with LEGO” session proved to be an innovative and effective technique for enhancing communication between participants, with some creative builds following the prompt “build who you are outside of your work.”

The research nerd in me particularly enjoyed the super engaging talk from Associate Professor Sarah Holdsworth. Sarah shared her insightful journey of engaging with the construction industry to drive meaningful change for women and transform perceptions among young individuals. Sarah’s impactful work spans various research areas, including Sustainability Education, Sustainable Built Environments, and Diversity and Inclusion in the Construction Industry. Her profound understanding of the challenges faced by women in construction is evident through her instrumental research that has influenced policy changes and cultural shifts within the industry. Sarah’s commitment to fostering resilient communities and promoting gender equality has not only informed key strategies like the Building Equality Policy but has also sparked ongoing dialogues with stakeholders to address complex barriers and drive tangible progress. The model that Sarah and her collaborators have applied to the construction industry is one that can be moulded and applied to other industries in dire need of cultural shifts to ensure all are places where diverse people are valued and can thrive.

During the session “Working with Teachers,” an expert panel featuring Carolyn Drenen from Pascoe Vale Girls College, Ffion Bowles from Dandenong High School (both of whom are involved with In2science), and Broderick Matthews from Questacon, emphasised the crucial role of educators in promoting diversity in STEM. Carolyn’s shoutout to the In2science program during the panel discussion highlighted the impact of our program in her school. The panel discussion focused on the how our programs can adapt to the needs of teachers, in an environment of increasing workloads, changing education needs of children and teens, and teacher shortages. In2science is enabled by the passion of our teachers like Carolyn and Ffion – and as a program, we want to keep improving to remove barriers and burdens on teachers, so more teachers can feel inspired and empowered to implement our program at their schools too.

Throughout the discussions held at the workshop, I gained valuable insights into the importance of co-creation in program design to cater to the specific needs of our target population. Understanding the significance of tailoring programs to address the unique challenges and requirements of diverse groups was a key takeaway for me. This knowledge will be instrumental in enhancing the impact of In2science’s initiatives. Nicole Butler, In2science Program Manager, aptly captured the essence of the workshop with her quote: “The workshop was a great chance to meet up with like-minded people and share ideas to overcome common challenges faced when working in STEM outreach. It was encouraging to see so many people determined to make STEM more accessible, especially to women who often don’t feel safe or accepted in certain areas. I’m looking forward to staying connected with the Diversity in STEM Collective and excited about what we can achieve together.”

Looking ahead, I am excited about In2science’s plan to engage in discussions with our target audiences, including students and teachers, in 2025. This proactive approach aims to ensure that our program remains relevant and effective even after 20 years of operation. By directly involving stakeholders, we can gather valuable feedback, adapt to evolving needs, and continue making a meaningful difference to the students who engage with our mentoring program. The Diversity in STEM Collaboration Workshop was a transformative experience, inspiring a commitment to prioritising inclusivity, collaboration, and continuous improvement in our STEM outreach efforts. I look forward to applying these insights to further enhance the impact of In2science and contribute to a more diverse and equitable STEM landscape.

Thank you to Tara Graves, Maddy Yewers, Ngoc Nguyen, and the team at RMIT for hosting this event. Photography credit: Ashish Narwade.

By Rachel Ella

National Science Week is an annual Australian celebration of science and technology featuring events hosted by schools, universities, museums and libraries, just to name a few. This year Hume Central Secondary College again hosted its Science Expo which involved year 9 students conducting an experiment in the lead up to the Expo and presenting their results to students from a local primary school and some STEM professionals. In2science was fortunate to be invited to part of the event, along with Geert Hendrix from Farmwall and a number of representatives from CSL.

Over the course of two days, In2science mentors Chi (from The University of Melbourne) and Beth (Deakin University) assisted the year 9 students with the preparation and set up of their presentations. Chi participated in judging the presentations on day one and I joined Beth to judge on day two. Chi said the students “showed clear understanding of key scientific terms such as the controlled, dependent, and independent variables, as well as the background information and explanations for the science behind their experiments.” She appreciated the importance placed on what level to pitch the presentations at and how the students communicated, identifying that both are vital yet underrated skills in the STEM field. Chi said, “The students seemed to have a lot of fun, with some proudly showing their video documentation of their experiment, as well as jokes and laughs shared between friends.”

Beth and I enjoyed meeting the students on day two and learning about their experiments, the challenges they faced, what they did to overcome them and the successes they had. Judging the students’ presentations was a great experience! There were lots of different personalities and levels of confidence throughout the groups with some showing flare and humour and others preferring to let the facts tell the story. The primary school kids had fun voting by placing a token in the box in front of their favourite group. Beth and I, along with the other STEM professionals, voted on communication, teamwork and scientific knowledge.

Congratulations to Chris Egan, Science and STEAM Leader at Hume Central Secondary College, and his team for an exceptionally well-run event. It was a fun day to be a part of and heartening to see the students’ passion for science. Well done to all the students! You all did an amazing job and a special congratulations to the winners!

If your school is interested in joining the In2science program, please click here for more information. If your school has an expo or event you would like us to attend, please reach out to our Program Manager.

Thisanja Cooray is studying a Masters of Biotechnology and Bioinformatics at La Trobe University, and is a mentor in the In2science eMentoring program. Thisanja is currently working with a year 10 student at St John’s Regional College. Here she shares some tried and tested tips for studying and preparing for exams.

 

 

“Study Harder”

Well, that’s what I did during my school time as I sat down for countless hours copying texts from different textbooks and school notes to half-folded papers. I was so proud to display my own neatly written notes highlighted with different colours and use of different coloured pens. However, my grades weren’t as colourful as my notes. As the exam date drew near, my notes stopped serving as a functional tool and instead turned into a display of art.

These past few sessions with my In2science mentee, we discussed the different study strategies and blessed technology for its glory in generating millions of results for it. Well, with a bit of experimentation throughout my schooling and university years, I’ve concocted my solution for studying.

Each person is different, from the way we absorb information, learn, and understand different concepts. It’s important to concoct your own solution depending on yourself and the subject you’re learning.

Structure that provides motivation and keeps procrastination at bay

Technique 1: The Gaming Reward System

Getting something important done is ….

“Look there’s a movie coming out this week”

“Maybe I’ll eat my dinner now and then study”

“I just ate my dinner, I’m too sleepy to study, I’ll do it tomorrow”

…. a battle with procrastination, my worst enemy.

Habitica makes your study tasks feel like a game, it can also help you develop good habits in your life. You start at level zero with a character. Put in a task, finish the task and get rewarded for it. You level up and get to purchase different items for your character (battle armour, pets, magic skills and quests). This character can then be used to battle monsters with friends. You can even customise your reward to real-life treats (pizza nights, or TV time).  Don’t do a daily task and you lose health points for your character.

Couple this with Pomodoro technique, and you won’t be losing too many health points. Concentrating for long lengths of time is a difficult task. Pomodoro technique uses fixed time lengths of study with short breaks.

I would start with a 20-minute study interval with 5 minutes’ break time and gradually increasing the study interval time from 20 minutes to 30 to 1 hour study intervals, no distractions. I would get more done in these shorter study intervals than setting up continuous 4-hour study sessions in the library. In combination with Habitica, this would mean I would get 4 rewards in a day with Pomodoro compared to just 1 reward without Pomodoro.

Preparation primes content before delivery in more traditional formats

Technique 2: Priming

“Any questions?”

Too afraid to put your hand up and say you didn’t understand what the lecturer said for the past hour? Well fear not, priming study technique has got your back!

Priming is going through your lecture notes before class. This way your brain is prepared to listen to brand new information that your lecturer is about to introduce to you. During class, you will not be rushing to take down notes or waiting to get home for YouTube to teach you the same thing. Time and your energy are saved. You will also be able to ask about concepts that you haven’t understood previously and fill in the gaps in your knowledge.

Work your brain, not your wrists

Technique 3: Recall don’t copy

So, you got your notes from class and exams are ahead. You start your exam preparation. STOP! DON’T COPY YOUR NOTES!

Passively copy writing your notes doesn’t do anything to you. It will feel like you’re absorbing the material like a sponge but in reality, you’ll just be like pebbles in the riverbed.

Read the required chapter and lecture notes first. Close everything and write down everything that you remember. Anything missing, re-read and repeat. This method can also be applied to the creation of flashcards. Write the flashcard questions, revise the topic, then close and write the answers. Then you’ll become the sponge.

Resist the urge to just re-read the answers without honest memory testing

Technique 4: Honesty and spaced repetition

During her own study sessions, our In2science eMentoring Coordinator, Dr Tahnee Saunders, would often find herself reading the answer and saying to herself: “Oh yeah I remember that” without actually testing her ability to recall. Instead, she was testing her ability to understand – unfortunately this isn’t what many exams test.

Rather than just re-reading your notes over and over, flashcards written or digital provide a clear separation between you and the answer, to allow you to honestly test your memory. Don’t kid yourself, the only person you are cheating is you! Thankfully flashcards are a great way of testing how well you are remembering what you have been studying – but only when done right. Flashcards alone won’t do any good without spaced repetition. Spaced repetition allows us to retain information throughout the term before exams. You won’t need to pull an all-nighter in the library and you would get your hours of sleep before the exam.

My favourite flashcard app is Brainscape as it optimises spaced repetition. I get to rate my confidence on each card. The lower the confidence on a card, the more times the card emerges until my confidence on that card increases. This is repeated twice or thrice per week, grading my score each time on a deck. You can use this same concept for written flashcards by having a ‘confident’ pile and a ‘not confident’ pile. Otherwise, use other flashcard apps that utilise spaced repetition.

The ultimate test – can you teach someone else the concept?

Technique 5: The Feynman Technique

Get your dogs, cats, stuffed toys, friends or that nosy grandma down the street and teach them the stuff that you’ve already studied. I draw diagrams and flowcharts on a whiteboard, piece of paper or a tablet to explain the concepts. The challenge here is to explain it in simple language. The more complex concepts explained simpler, the better.

This is great way to see how much of what you studied you understand and can recall. It can be used for a variety of subjects such as mathematics and science. For instance, with my mentee, explaining a concept from years ago feels like dusting off an old book, one I haven’t opened in a while but whose pages I know well. It’s a test of my own understanding and recall. As I break down the concepts to my mentee, I’m surprised how deeply it’s rooted, reminding me that knowledge, when shared, only grows stronger.

What now?

The real secret to all studying is to find your own way to enjoy it! Try these tips and see what works for you.

In2science are honoured to have had the generous support of the Toyota Community Trust for the past three years. We love working with the team at Toyota and hope to continue this partnership in future. Toyota recently created three fantastic promotional videos, filmed at our 2023 Awards Night, highlighting their work with us. Thanks, Toyota, for all your support!

By Rachel Ella

“The year is 2030 and an international group of Astronauts has just landed on Mars. To support health and wellbeing on this long-term mission tasty, fresh plants are grown in carefully monitored Space labs. Astronauts carefully monitor resource supply and demand for sustainable production. A meteorite storm requires the plant-bot to pick and deliver the food to astronauts, but can it make it through the Mars terrain unscathed?” – Associate Professor Kim Johnson, La Trobe University lecturer and Plants for Space researcher.

The next 20 years will prove to be an exciting time for Space and Agricultural scientists alike as crewed missions to the moon and Mars take off. Supplying varied and nutritious food to crews on the three-year round trip to Mars is one of the challenges faced. Plants will need to be grown, on Mars, to maintain the physical and mental health of the crew. Yes, that’s right! Plants grown on Mars!

The problem: there is a severe skills shortage in Australia in both the Space and Agriculture industries to make this a reality.

The solution: introduce the topic to early secondary school students and inspire them to become part of the first mission to Mars! A collaboration between In2science, Greenvale Secondary College in Victoria, St Helens District High School in Tasmania, the Victorian Space Science Education Centre (VSSEC), and led by the La Trobe Institute of Sustainable Agriculture and Food (LISAF) did just that.

Students from grade 6 to year 8 were tasked with growing duckweed and building robots. Greenvale SC had the assistance of our mentor Lim Chee Liew who is a Research Fellow at LISAF. Lim Chee assisted the students in preparing agar plates to grow the duckweed, which was then placed in environments of varying light levels. Lim Chee demonstrated how to use a light meter to measure light intensity, and over the following weeks data was collected to measure and compare the growth of the plants.

“What is duckweed?” I hear you ask. Duckweed is the world’s smallest flowering plant, common in freshwater habitats and is a rich source of nutrients. When we think of plant-based protein we think of soy and wheat, but as these are among the top foods that cause allergies, research is being done to find alternatives. Duckweed is one such alternative, with protein levels reaching a massive 41%! It has the added benefit of high levels of minerals and vitamins – up to 26%. Another benefit of duckweed is its simple structure allowing for rapid growth, taking a mere 3.5 to 6.5 days to double in size! I am sure you will agree that all these elements make duckweed a very attractive food source for our astronauts.

Next was the robot build. The robot kits were sourced by Simon Egerton, Deputy Head of the Department of Computer Science & Information Technology at La Trobe. In small groups, and with the assistance of Lim Chee, the students built their robots following a detailed instruction manual and accompanying videos created by Simon. The students also drew a plan of their proposed Martian gardens, both in greenhouses and outdoors, taking into consideration the different surface environment as compared to Earth. There was also a requirement for the robots to have an implement to harvest the duckweed and transport it from the gardens to the astronauts’ living quarters, which the students designed and constructed.

The project concluded in mid-December with a student showcase held at La Trobe University’s AgriBio facility with the students in Tasmania connected via live stream. We heard from recently retired NASA Crop Production Engineer Ralph Fritsche, who spoke about his time at NASA, the future of space exploration and habitation, and the need for a ready supply of fresh nutritious foods to be available to astronauts. This was fascinating! Each group of students then presented their garden plan and robot with its accompanying harvesting/transport prototype. The students described their motivation behind their designs and talked about their robot build – what they enjoyed and what they found challenging. Both schools presented their results on the growth of their duckweed and showed that the duckweed grew faster with more sunlight but that meant that it also required more water. It was suggested that in future a controlled UV light/hydroponics system could be used to maximise the growth of the duckweed.

This pilot project has been a great success, with overall positive feedback provided from the teachers, students, and mentors. Congratulations to everyone involved! If you would like to be part of the In2science program and Plant Life on Mars, please get in touch and help us to inspire the next generation of STEM champions!

By Tordy Rowe

Deakin University proudly joined the In2science program in 2023, with the challenge to deliver in-class STEM mentoring in Geelong and Warrnambool secondary schools using campuses outside of metropolitan Melbourne. I had the pleasure of Coordinating placements for the wonderful Deakin mentors throughout 2023 (see our smiling faces on the right!).

Across two placements in trimesters 1 and 2, Deakin students have passionately embraced the program, with 18 students placed in schools across Geelong and Warrnambool. These In2science mentors have inspired more than 440 secondary school students and shown them what they are capable of and could achieve, while building STEM study as an exciting and positive option for their future. As In2science mentor Claire put it, “The best thing about mentoring has been helping kids ‘click’ and learn things, helping them realise that science isn’t actually hard and can be fun and interesting.” In fact, 69% of secondary school students surveyed stated that their Deakin In2science mentor helped them realise that everyone can study science.

Additionally, 16 Deakin students supported regional secondary school students as eMentors, taking on the challenge to inspire and motivate through an online platform, with great success.

“The value of the In2science program at Deakin is profound, it enables us to build aspiration, impact and influence in the communities we serve – leveraging our school partnerships, alumni and student experiences. Nurturing the pipeline of talented young people in Science and STEM more broadly, enriches our university community and helps achieve gender equality objectives of our university,” said Mel Martinelli, Executive Director of Diversity, Equity and Inclusion.

In its inaugural year, seven secondary schools in Geelong and two secondary schools in Warrnambool jumped at the opportunity to further inspire their students. An impressive 90% of teachers surveyed were highly likely to recommend the In2science program to their colleagues and would like to have another mentor in the future. As Professor Nick Birbilis, Executive Dean of the Faculty of Science, Engineering and Built Environment, noted, “In2science is pivotal in building the future of STEM in schools around Deakin campuses, and aligns with Deakin’s values and mission of providing educational experiences to all. Our mentors typify the spirit of the power of education.”

In2science and Deakin University are very much looking forward to seeing the program grow in 2024!