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Latest news from the In2science program.

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.

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.

Nov 04 2015

In2science reflections: October 2015

By News

Looking to the future as placements draw to a close

October was always going to be a tough month for our mentors. The looming presence of university exams has been further compounded by placements coming to a close. After 10 weeks of visiting schools, it can be tough to say goodbye. A big thank you from all the team here at In2science to our volunteer mentors who have generously donated their time and energy throughout Semester 2.

Alternative careers Q&A panel

In2science’s alternative career Q&A panel: Claire Farrugia (MC; In2science Coordinator at RMIT University), Maja Divjak (GTAC), Sarah Matthee (Engineers Without Borders), Sally Lowenstein (State Emergency Service), Jonathan Shearer (Scienceworks) and Daryl Holland (University of Melbourne).

Where to now?

Mentoring in a classroom can have a profound impact on university students.

Some mentors know exactly what they are going to do after finishing their studies. Others find a passion for talking about science, technology, engineering and mathematics, and want to find a way to make a career of sharing what they love.

The final In2science professional development session for the semester focused on helping mentors discover what might lie ahead. Hosted by In2science at RMIT University, the ‘alternate careers’ Q&A panel brought together scientific animators, communicators, education officers and journalists to talk about their jobs and how they got there. Mentors were certainly prepared with some cracking questions and engrossing post-panel discussions.

Congratulations to Dr Alan Finkel and Simon McKeon

October was also a big month the In2science Advisory Board, with Patron Dr Alan Finkel AO FTSE being announced as Australia’s next Chief Scientist and Advisory Board Chair Simon McKeon AO appointed as Chancellor of Monash University. Congratulations on your appointments!

Stories from the schools

  • Dominic Carroll_Brunswick

    Dominic spoke to students at Brunswick SC about extra dimensions beyond the three we can see.

    Marson has been mentoring at Glen Eira College this semester, helping year 9 students with their engineering project. Students were challenged to build a 30cm-tall tower using limited resources that could withstand earthquakes while under weight stress. Marson guided the students through the engineering process from brainstorming and research through to design, testing and trialling the structures using an earthquake platform while gradually increasing weight loads.

  • Rebecca brought in some pet spiders for her science class at Roxburgh College to see while discussing digestive systems. Live arachnids certainly inspired the students to ask interesting questions about caring for a unique pet and what they’re fed!
  • Mentor Gemma has been on placement at Werribee Secondary College this semester helping students with practical classes in science and mathematics. Gemma  has been helping students test which shapes sink faster than others and relating these findings to how different fishes have adapted and evolved to minimise drag and resistance in water.
  • Dom has been mentoring students at Brunswick Secondary College this semester. Although Dom’s speciality is in biological sciences, his class was learning astrophysics, so to mix things up a bit Dom brought in demonstrations to challenge the class with the idea that although we can comprehend three dimensions, physicists can use maths to understand that there are many, many more dimensions beyond what we can see with our own eyes.
Sep 29 2015

In2science reflections: September 2015

By News

Growing minds, communicating science and mid-placement check-ins

September has been a busy month for In2science, with placements in full swing, mid-placement training and professional development sessions for mentors. Join us as we reflect on the month that was.

Emily and Lauren from Teach for Australia

Emily and Lauren from Teach for Australia

Developing our mentors

Once an In2science mentor starts their placement, their training and development doesn’t stop.

In late August, Emily and Lauren from Teach for Australia ran a professional development session about how to encourage students in maths and science. Covering positive framing, growth vs fixed mindset and behaviour management, Emily and Lauren gave our mentors some great tips for maximising their impact in the classroom.

September saw two bouts of training, starting with mid-placement training at each of the partner universities. This allowed mentors to come together, share experiences and discover how they navigate similar challenges during their placements. In late September, science communicator Jason Major ran our second professional development session, guiding mentors through methods on engaging students in controversial science topics and finding links between science and society.

Stories from the schools

Jason Major presenting our second professional development session on science communication.

Jason Major presenting our second professional development session on science communication.

In2science coordinators have been busy visiting placements in the final weeks of term 3, with many visits continuing into term 4. Mentors are helping out with some really interesting activities and sharing their experiences in science and maths with many students. Here’s a snapshot of what our mentors are getting up to.

  • Mentor Zi Kuan helped year 9 students at Mount Alexander College to dissect sheep brains during a general science class. The students were fascinated with the small size of these brains and questioned whether the areas primarily responsible for the language processing in humans (Wernicke’s area and Broca’s area) were also present in sheep. Zi Kuan was a great help in the class, both with the set-up and dissection of the brains, but also in getting the students to think about things in a different way. It was fantastic to see the students easily recall the different areas of the brain and describe their function.
  • Rachael has been mentoring in an all-boys year 8 general science class at Maribyrnong Secondary College. For the end of term 3, Rachael showed the students how to make their own fossils. The boys relished the hands on activity and weren’t afraid to get a bit messy with the Plaster of Paris! Rachael presented in a clear and engaging way, helped the students create their fossils and discussed questions on fossils ranging from ferns to dinosaurs.
  • Mentor Nathan has been working with an accelerated learning year 8 science class at Reservoir High School, guiding students on their journey to research, design and execute their own experiments for a science fair. Nathan’s probing questions have helped students think deeply about their chosen science topic, encouraging them to think deeply about the quality of their source information and how robust their experiments will be. We are excited to see the results at their science fair in term 4!
  • Science and accounting student Jen has been assisting a year 9 maths class at Roxburgh College. Working primarily with a group of female students in the class, Jen has encouraged and supported these students as they apply mathematics to finance problems, such as interest rates, discounts and profit margins. Jen’s passion for maths is certainly rubbing off!
Aug 10 2015

New funding for In2science

By News

In2science is excited to be back up and running in 2015 with four partner universities in Victoria.

Supported by the Federal Department of Education and Training through the Australian Maths and Science Partnerships Programme, In2science has refined its focus to working with year 8 and 9 science classes in Victorian schools.

Re-engaging university partners

La Trobe University, The University of Melbourne, RMIT University and Swinburne University of Technology have re-joined the In2science program in 2015.

Across the four universities, it is hoped more than 60 volunteer mentors will be placed in 16 schools during semester 2 2015.

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