Educate North Award Winners!

We’re making a bit of a habit of this: NUSTEM have won the STEM Initiative Award from the Educate North Awards, which celebrate achievements across Higher Education, Further Education, and Sixth Form sectors in the North of England.

Specifically, the STEM Communities project on which we’ve been collaborating with Woodhorn Museum in Ashington has won. This is an STFC-funded project through which families with children aged 8-11 are building their own STEM Community, through a combination of school- and museum-based workshops. It’s an exciting project for us, not least because we get to work with the lovely team at Woodhorn, but also because they’re committed to building a properly inclusive, community-owned exploration of STEM and heritage topics. A lot of thought, care, and enthusiasm has gone into the process, and we’re delighted the collaboration has been recognised through this award.

There’s more about the Educate North Awards on Northumbria’s blog (we weren’t the only Northumbria winners this year!), and more about the STEM Communities project at Woodhorn’s site.

Oh, and ‘making a habit of it?’ — this is our third consecutive Educate North Award.

Why are STEM role-models green and bumpy?

I’ve got a bit of a bone to pick with some recent role-models campaigns that have portrayed women and other minorities working in STEM. In short, why the artistic treatment of the people in them, has made them look a bit, well, weird.

This isn’t a dig at designers who’ve created the campaign graphics. My gripe with those who’ve commissioned these seemingly ‘off message’ art works in the first place.

In an environment where women, ethnic minorities and disabled people are under-represented in the STEM sector, role-models are frequently used to highlight possible routes to those who might not normally consider them. We know that using relatable STEM role models is an effective way of engaging young people in STEM*, and also that when young people see people ‘like them’ positive impacts are more likely to occur**.

But two poster campaigns I’ve come across recently made me question whether this role model approach is going a bit awry.

The first example is some posters recently pinned up outside my office. Entitled ‘Forces of Nature’ and developed for International Day for Women and Girls 2022, these come from a poster series authored by the Perimeter Institute. According to the website, this campaign is designed to tackle the under-representation of women in science by celebrating the significant contributions women have made, particularly those who’ve been overlooked in history. This is a perfectly valid response to a legitimate challenge.

graphic poster images of female role models from Forces of Nature Poster campaign

Graphical Posters from The Perimeter Institute’s Forces of Nature Poster Campaign

But why have the posters made these women look so weird? I’m left wondering about the messages these posters convey about STEM women.  Why do they have fractured, oddly coloured faces?

I ask Chat GTP to summarise common stereotypes about women working in STEM. Quickly, the AI pings back to tell me that women who work in STEM are… nerdy and awkward, have masculine traits and are unapproachable. They have limited interests, are less competent than men and neglect their personal lives and families.

Surely high-profile campaigns designed to address under-representation in STEM should be challenging the stereotypes by showing how incorrect they are. Yet does a design that gives women green geometric faces make women seem more approachable?

The second campaign comes from the Royal Academy of Engineering in honour of National Engineering Day 2024. The digital artwork of five engineering role models was again aimed at celebrating the unsung heroes whose contributions are making a difference and inspiring a new generation into the engineering profession.  RAEng asked the public for nominations for engineers who inspire young people, with one male engineer Navjot Singh, and four female engineers Alice Kan, Meg Ginsburg, Dr Shini Somara and Laura Hoang chosen for inclusion on the poster. The posters title indicates that these are being held up as engineering role models.

RAENG National Engineering Day 2024 Role Models Poster

RAENG National Engineering Day 2024 Role Models Poster

Although the artwork is attractive and conveys celebration, I’m left wondering what we actually learn about these role-models from such a portrayal. First off, there’s the difficulty of even finding these role-models hidden beneath the competing jungle of shapes and colours. Counting heads, I do manage to find all the five, but I’m none the wiser about what kinds of work these engineers are known for. Following the QR code link I do find some information about the work of the engineers represented,  but its still fairly challenging to attribute the found engineers to their represented ‘role-model’.

And what broader messages does this graphic portray about the types of people working in STEM? Do they all have small heads, long legs and bumpy bodies?

As a targeted response to address under-representation, these type of role-model campaigns invariably represent women and other under-represented groups. I am hard pushed to find the corresponding STEM role-models campaigns that highlight white men. This means that while many men get to work in STEM in their own likeness, it’s those from under-represented groups who seem to get the graphical green and bumpy treatment.

Design is all well and good as a strategic method of conveying serious information, except when it’s off message. I would love to see the briefs given to the artists, or know more about how these pieces were commissioned. In my opinion, imagery in campaigns focused on presenting ‘role-models’ should be about countering misleading stereotypes and  demonstrating role-models as ‘like me’. They need to be putting over professionals in their own likeness, as normal and relatable people with interesting lives and jobs with hobbies just like everyone else.

Another campaign does just that. Developed by Ingenium Canada, we find 131 posters of female role-models for for exploring equity, diversity and inclusivity with students. In these posters the women are smiling and approachable, there representation reflects their own likeness, and through the posters I can learn a bit about their specific areas of interest and what they do in their work.

Graphical Posters from Ingenium Canada's Women in STEM campaign

Graphical Posters from Ingenium Canada’s Women in STEM campaign

Such an approach aligns well with NUSTEM’s research, which finds that our role-models campaign can reduce stereotypes of STEM professionals when using a counter-stereotypical image and attributes approach.

Perhaps this interpretation of role-models is too literal. Perhaps these kind of abstract role-models are fine, and still have their place, as part of celebration activities, or to peak curiosity or interest. But surely, it’s not too much to ask that campaigns run within the sector, take a bit more care to not to reproduce the stereotypes that we are trying to dispel?

This exploration does however pose interesting question for research. Despite role-models being widely used in the sector, we don’t understand them very well. More work is needed to understand quite how role models work, and are processed by those that receive them. And though role models are generally designed to increase engagement in STEM, we still don’t know which types of role models are most accessible to which children and why,  or which factors in the portrayal of role models are the ones that might create a connection or admiration in a young person, that will enable their later access into STEM.

Links
* Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1-to 3-year-olds predicts children’s motivational frameworks 5 years later. Child Development, 84(5), 1526–1541. https://doi.org/10.1111/cdev.12064

** Gladstone, J.R. and Cimpian, A. 2021. Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM. International Journal of STEM Education. 8(1), pp.1–20.

 

The value of fractal geometry for primary children

An important part of NUSTEM’s role is supporting academics in Northumbria University to translate and communicate their research to new audiences. We first worked with Northumbria University’s maths academic Matteo Sommacal during the sixth-form evening lecture, where he fascinated year 11 and 12 students with the complex beauty of fractal geometry.

In the summer term of 2024 we worked with Matteo again, this time to develop the ‘The Mathematician’, a classroom workshop about fractal geometry for primary school children in Year 5 and 6. The classroom workshop aimed to provide a real-world enrichment experience and showcase an alternative side of maths than children experience through national curriculum topics.

Maths is a rich tapestry, yet there is only scope within the national curriculum to include a small sub-set of the possible areas of mathematical exploration. Fractal geometry is a vibrant and important area of mathematics. Studying fractal geometry is looking for the formula in the complex and irregular. Nature can provide us many examples (clouds, snowflakes, cauliflowers, coastlines, trees), all of which have self-similar patterns. Look closely at a fractal and you will see that the complexity is still present at a smaller scale. While it can be appreciated just for its beauty, fractal geometry also presents a different way of seeing the world. It provides mathematicians with a way to understand the complexity in systems as well as shapes.

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Besides his passion for fractal geometry, one of Matteo’s motivations to work with NUSTEM is that when young people came to study Maths at University they could be initially confused when they first encounter different branches of maths they hadn’t known existed. The Mathematician aims to show children that maths isn’t just numbers and equations, it can also be about pattern and repetition.

In the developed workshop children are introduced to self-similar patterns and were asked to explore them in images of nature. They learn why mathematicians struggle to measure the perimeter of the UK coastline and how fractal geometry can be useful in addressing this challenge. Lastly, children look at how the Sierpinski triangle is formed through a specific algorithm, and draw their own Sierpinski triangles, which are showcased here.

 

The workshop was evaluated firstly using reflexive practice among delivery staff to refine the delivery in the formative stages, and then using a using a pre- and post- workshop evaluation worksheet for pupils. Pupils were asked to describe the first three words that come to mind when they think about maths, and their feelings about the workshop. Post-workshop feedback was also collected from teachers.

In the pre-workshop evaluation, we found that 40% of the children describe maths by its mathematical operations (addition, subtraction, division and multiplication, or branches of maths (geometry, algebra), with 10% describing maths to be about numbers. 12% of pupils saw maths as an approach, such as learning (6%) and problem solving (4%). Only one child described maths as being about identifying patterns (1%). 25% of children described maths through feelings or emotion, of these 38% described maths as hard, 38% as exciting, 13% as interesting and 13% as easy. Before the workshop children mostly said they felt good or excited. A couple of children said they felt nervous, one saying they were bad and maths, and another saying it would be better than the alternatives, “Better than writing isn’t it?”.

Mathematician evaluation graph

In pupils’ post workshop evaluation responses, we saw 24% of children describing maths by shape, and a reduction in the percentage of children describing maths by its operations (pre: 40%, post 15%). In approaches to maths, children now describe maths as being about pattern, reflecting the content about recognising self-similar patterns, and much less about problem-solving or gathering knowledge. More children described maths by feelings, with an increase of 35% in children describing it as fun/like it, and a reduction of 18% of children describing maths as hard.

The evaluation found that the workshop achieved its intended aim. Children described feeling calm and creative in the workshop and thinking that maths is ‘beautiful’. One year 6 child said, “the coastline problem was ‘intriguing’ and gave me a new way of looking at the world.” Teachers’ feedback affirmed that the workshop had supported children to see maths in a new light. One teacher said, “Maths is more than integers and the 4 operations”. The appeal of the workshop in engaging different audiences with maths was also praised by one teacher,

“I feel that maths in Y6 can sometimes be ‘functional’ but your session was inspiring. The children really enjoyed thinking about a different aspect of maths and it was striking that there were five or six children who can struggle with calculation, who embraced how maths was presented today. I felt that the children gained so much from this exercise. All of them were able to achieve and this is a huge confidence-boost for those who often assume that they aren’t ‘good at maths’.”
Year 6 Teacher

Bett awards 2025 Shortlist

Last week we were delighted to find out that our Play, Be, C resource has been shortlisted for another award!

The Bett awards focus on technology in education, and we’re shortlisted in the Early Years Produce or Service.

Play, Be, C is a free, online resource which supports adults working in early years to deliver high quality STEM and careers learning in their settings.

There are 10 different units in Play, Be, C and each one features a different career: from Arborist to Robotics engineer.

Have a look at the resource here: Play, Be, C

The awards ceremony will be in January 2025, so we’re keeping our fingers crossed until then.

 

Improving Career Aspirations?

Start Small; Dream Big pilot

At NUSTEM we have been waiting for news from the Start Small; Dream Big pilot with eager anticipation.

Start Small; Dream Big is the Department for Education’s primary school careers programme led by the Careers & Enterprise Company (CEC).  Between 2022 and 2025 schools in Education Investment areas, including our local North East Combined Authority, can take part in the pilot.

The pilot has been designed to increase primary-aged children’s awareness of the world of work, to raise aspirations and reduce stereotypes. Schools get training from Teach First to support their teachers to develop knowledge and skills about career-related learning, and increase their confidence to have careers conversations with pupils and parents. The pilot is also supporting schools to make connections with employers, to give pupils the opportunity to meet people in different jobs and see what the world of work is all about.

Initial findings

The report about the pilot’s first wave of schools were released this July.  Although the evaluation is still at an early stage, the report highlights three positive insights so far:

  1. Schools’ careers provision and leadership commitment improved
  2. Pupil career knowledge and confidence rose, the influence of stereotypes fell and parents noticed a difference
  3. Employers valued working with primary pupils and want to do more

NUSTEM’s research on career aspirations

NUSTEM are currently researching how children’s career aspirations change between the ages of 8 and 12. We’ve asked over 1000 children in schools in areas of deprivation across the North East what they want to do when they grow up. This data means we can add some helpful background information to the findings from the pilot.

In the report there is evidence that in schools taking part in the pilot, girls’ career interests conformed less to gender-norms, and revealed interest in new avenues during the first wave of the pilot, “For girls, there was less interest in career areas, such as ‘Caring for animals’ (down 17%), and increased interest in ‘Law’ (up 34%), ‘Admin, business and finance’ (up 36%) and ‘Construction and building’ (up 25%).” (pg 4.)

In our research we’ve found that ‘helping’, including caring for animals is a common motivator for career aspirations among girls.  We’ve also found that, as children get older, there is a decline in interest in careers motivated by caring for animals. This could mean that the reduced interest in caring for animals careers seen in the Start Small; Dream Big is part of a natural age-related decline in interest in this type of career.

The report also considers the impact of the pilot on children’s aspirations.  Qualitative research interviews with children showed they had high aspirations for themselves and “spoke enthusiastically about becoming scientists, marine biologists, entrepreneurs and Olympic athletes. Interest in the arts led some pupils to be considering career choices as actors and dancers, and others mentioned more contemporary careers such as content creators and influencers.” (pg. 4)

In our own research we classify children’s aspirations into Standard Occupational Classification (SOC), a common classification of occupational information in the UK. Jobs are classified in terms of their skill level and skill content across nine categories. The examples given in the report are examples of career aspirations from SOC1-3: the highest categories within the SOC. Scientist and marine biologist are Professional Occupations (SOC2), while athletes, actors, dancers, content creators and social media influencers are classified as Associate Professional or Technical Occupations (SOC3).

In NUSTEM’s 2020 research on the aspirations of children in areas of disadvantage, we found that the majority of children were highly aspirational in their career ambitions (81% in SOC 1-3), with many reporting aspirations for jobs which were classified as higher status than the jobs their parents did.

Similarly, our research identifies a popular emergence of career aspirations for content creators and social media influencers, accounting for 5% of aspirations among children Y3-Y7, with a peak of 10% of aspirations among Y4. This emergence of aspirations for content creators and influencers in the Start Small; Dream Pilot may therefore reflect usual trends among primary school children, rather than a direct impact of the pilot.

What could impact on aspirations look like?

Aspirations are regularly used as a popular measure for understanding the impact of careers interventions. It feels like a logical assumption then that we might want children to aspire to different careers after an intervention. However, impact on aspirations might be assessed differently depending on your approach. Raising aspirations interventions might expect children to aspire to higher status careers – although as we’ve seen, children already have fairly high career aspirations.  Interventions aimed at broadening aspirations might hope to see a broader range of possible careers in a cohort of children, showing an opening up of different career possibilities.  Or perhaps the desired outcome of an interventions might be a reduction in certain types of jobs.  For example, we often find that the popular aspiration of footballer decreases somewhat amongst children after we have worked with the teachers or children in the school.

We’re looking forward to reading the final report for the Start Small; Dream Big pilot, but it will be important to think about what would count as a positive impact on the children’s aspirations in the pilot schools.

International Women in Engineering Day 2024

Did you know that International Women in Engineering Day (INWED) is this Sunday on 23rd of June.

 

Internation Women in Engineering Day (INWED) celebrates the amazing work that women engineers across the globe are doing. This day gives women engineers around the world an opportunity to be appreciated and celebrated. It also helps to encourage young women to take up an engineering career.

This year’s theme is #Enhancedbyengineering.

NUSTEM would like to join in and celebrate this day by introducing you to some of the engineers that are featured in NUSTEM resources.

For Early Years and reception children, our award winning Play, Be, C unit ‘The Civil Engineer’ was developed with support from Paula McMahon.

Paula is a civil engineer who has designed and built many large projects. Her current work is to look after the A19, a major road which runs from Seaton Burn and Cramlington in the North, through the Tyne Tunnel all the way to Doncaster.  

Thousands of people use the A19 daily, and Paula’s job is to make sure the road is suitable to get them where they need to go safely. Paula enjoys the variety of her work and particularly likes working in teams, and seeing things get finished. She talks to lots of pupils about engineering, hoping that in the future we’ll have lots of new engineers helping to build a better world. 

The ‘Civil Engineer’ unit includes six different activities that let children aged 3 – 5 role act as civil engineers. They think about balancing and force, and create their own structures. The activities are linked to a story book and there is also a poster to download which has a picture of Paula at work. 

For secondary school students NUSTEM has also created resources featuring women engineers as part of the Inventive Podcast Project. There are worksheets based around different science subject topics which feature different women engineeers including:

For primary school children we have a guided reading activity (pdf) which also feature Shrouk, Roma, Sophie and Ruth along with three other engineers.

We hope that our resources can help children, especially girls, think about how the world around us is #enhancedbyengineering.

 

Family Learning Awards shortlist

NUSTEM’s research and practice has shown the importance of families in the development of young children’s understanding and aspirations for their future. In our work we try to build in opportunities for children and their adults to play and learn together.
We’re delighted to announce that ‘Play, Be, C‘ has been shortlisted in the #EarlyYears category for the Family Learning Awards from the Campaign for Learning!
The aim of ‘Play, Be, C’ is to develop, deliver and enable a high-quality STEM activities in the Early Years and Foundation Stage (EYFS).
Through Play, Be, C’s family STEM story-times and linked activities, families can explore STEM together, parents can connect with STEM curriculum content, and teachers add an interesting and novel method of engaging with their families.
The Family Learning Awards celebrate imaginative, innovative and inclusive ways of delivering learning opportunities with families and we think that Play, Be, C definitely fits the bill.

NUSTEM Update – Spring 2024

Every term our team looks back on the work we have completed throughout the past few months and this blog will outline some of the work NUSTEM has completed since January.

It’s been a short, but busy term. Since January we have completed 96 activities with over 2500 children, 300 parents and 200 teachers.

In our partner primary schools we’ve been delivering three main workshops: The Entomologist, The Computer Programmer and The Mathematician.

In the Entomologist workshop, Mel and Caitlin visited Year 4 classes. The children learned why we need insects to survive and what different entomologists are interested in. Parents and carers also took part in some of the workshops, and were encouraged to try out an activity at home. The children and their adult chose an insect and created it out of plasticine to take home.  At the end of the session, all the children were given a sticker which includes a QR code linking to more information about bugs on the NUSTEM website.

In the Computer Programmer workshops, Mel and Caitlin visited Year 2 classes to develop their interests in computer programming. The children learnt about the Mars rover and tried to write code to move the robot. In these sessions we used Cubetto robots to show different ways a robot can be programmed to move. Additionally, the children all took home a game which lets them be a computer programmer whenever they want!

Joe has continued delivering the Mathematician workshop with year 5 and 6 students. This workshop shows children that maths isn’t just numbers and equations but can be about patterns and repetition. The children learn about self-similar patterns and how they are everywhere in nature. We also explain why mathematicians struggle to measure the perimeter of the UK coastline and asked the children how they could fix this problem. They looked at how the Sierpinski triangle is formed through a specific algorithm, and were fascinated by this and continued to make the pattern at home and have sent us their creations!

Joe and Annie have also been supporting Dr Richard Morton on his project ‘Solar Stanzas’ which sees year 5 pupils writing poetry inspired by Richard’s research on the Sun.

In February, Antonio hosted NUSTEM’s annual Experience week. During February half-term 64 students from schools and colleges around the area had the opportunity to experience a week of university life though three different strands: Maths, Chemistry and Physics. During the week the students took part in different opportunities including guest lectures, campus tours, meeting with Northumbria Researchers and much more. The feedback from the students and staff involved has been excellent.  Antonio has also delivered an assembly on careers in renewable energy to partner secondary schools.

Jonathan has been planning the next steps for the Connect family digital tinkering project that finished last year. This includes looking for opportunities to extend the project to different areas and also starting to develop research to examine ideas that were explored during the project. For example, a new PhD student will be starting at the university later this year who will explore playful learning, learning through failure, digital tinkering, intergenerational learning, and inclusivity. This PhD continues our productive collaboration with the Life Science Centre. Additionally, Jonathan has been working on our curriculum career tools and other career resources to see how we can develop these and make them easier to use.

Carol has been working on a research project to explore how the STEM Person of the Week posters can be used by primary and secondary teachers to encourage career-related learning as part of classroom teaching.  There are 40 schools from across England involved in the project, and after Easter sets of posters will be sent to over 250 teachers to use in their teaching next half-term. Carol also spent last week at the Royal Society Pairing Scheme which links 30 scientists with civil servants and parliamentarians to learn about how parliament and policy making works in practice.  Carol was able to spend some time shadowing Chi Onwurah, who is the MP for Newcastle Central.

And finally, our resource for Early years educators –  Play, Be, C – has been shortlisted for the STEM initiative award at the Educate North Awards. We’ll find out later in April if we have won.

NUSTEM Update – Autumn 2023

This academic year, NUSTEM has been delivering three main workshops in primary school: The Geologist, Naval Architect, The Mathematician. We’ve also been running our annual Sixth form evening lectures as well. Since September we have completed 70 activities engaging over 2000 children, 200 parents and 250 teachers.

For the Geologist workshop, year 3 classes came to visit the Think Lab here at Northumbria University. They have learned how rocks are formed, considered the attributes a geologist needs and what a career in geology might look like. This workshop has had a lot of positive feedback from the children and their teachers. Children can also tell their families what they have been doing using a QR code which links to information on the NUSTEM website.

In the Naval Architect workshops Mel and Caitlin visited Year 1 classes to develop interest in Naval Architecture. Pupils made boats from different materials and tested what shape these materials needed to be to float. After the session, we invited parents into the school for a workshop so the children could show their parents/guardians what they have learnt with us.

Our new Mathematician workshop works with year 5 and 6 students to show children that maths isn’t just numbers and equations but can be about patterns and repetition. We taught them about self-similar patterns and how they are everywhere in nature. We also showed them how mathematicians struggle to measure the perimeter of the coastline and asked the children how they would fix this problem. They looked at how the Sierpinski triangle is formed through a specific algorithm, and they were fascinated by this and continued to make the pattern at home and have sent us their creations!

The annual Sixth form evening lecture series coordinated by Antonio have also taken place this term. This year the evening lectures covering topics in maths and physics including ‘The Physics of bio- inspired by surfaces’ by Prashant Agrawal, ‘Talking in light’ by Mojtaba Mansour Abadi, ‘Heating solar cells’ by Giulia Longo, ‘Why does space sing’ by Dan Ratliff, ‘When plants eat animals’ by Ciro Semprebon, ‘Snowflakes in the Oven: coronal rain in the solar corona’ by Patrick Antolin, ‘An introduction to quantum chaos’ by Remy Dubertrand, and ‘The complex beauty of fractal geometry’ by Matteo Sommacal. The lectures were well-attended by students from different schools from around the region. Excellent feedback has been received from those that attended. Keep an eye out for them starting again in November 2024!

Joe visited Boulby Mine this November, as part of our STFC funded project ‘STEM Communities’. Boulby Mine is a laboratory owned and managed by the Science and Technology Facilities Council and is especially interesting as it is 1.1km below the ground.  Being underground and surrounded by salt and rock makes it a good place for measuring background radiation. The STFC are a UK based group that looks after some of the biggest UK experiments. NUSTEM is currently working with the staff at the mine to create a set of STEM person of the week cards to showcase and highlight the different people who work at Boulby: this set will be available on our website in the New Year.

Last month we launched Climate Change: It’s in Our Hands , a classroom-based game designed to make the often-complex subject of climate change accessible and engaging in a meaningful way. NUSTEM worked together with colleagues in the geography department, a local design company Roots and Wings, and children in New York primary school to design the game. We are also starting a new project with Northumbria’s Geography department and environmental colleagues at Newcastle University which is looking at how university outreach can support diversity of people who want to study geography and environmental science. The project was funded by the Natural Environment Research Council.

This month also saw the announcement of a new partnership between Northumbria University, the UK Space Agency and global aerospace and security company Lockheed Martin to set up NESST, a centre for supporting space research and technology in the region. Annie has recently finished a commission to carry out the evaluation of the Lockheed Martin Space Camps for Year 6 and Year 12 delivered at the University of Sunderland. As part of NESST, NUSTEM will be supporting visits to NESST from partner primary schools, once the building is finished in 2025.

We have also welcomed Emmy Amers to the NUSTEM team to begin her PhD at Northumbria University. Emmy’s PhD will look at role models in outreach provision and their impact on children. This month she has been working on her literature review. Emmy also delivered as successful presentation at a conference in Belgium.

As we reach the end of the calendar year, the NUSTEM team wish you all a peaceful holiday, and a happy New Year.

NUSTEM team in front of a Christmas tree

 

 

 

 

 

 

 

 

 

NUSTEM Annual Report 2022 – 2023

With every new year, there is a time for looking back and planning ahead.

The academic new year is the same.  Every year, the NUSTEM team spend time looking back at the work we have done over the past year, and plan our upcoming activities.

Our annual report for 2022-23 outlines just some of the work that we’ve done over the past year.

A key part of our work is to develop, deliver and enable high-quality STEM interventions for key stakeholders. This includes children and young people in 33 partner schools, their teachers and their families. The report describes some of the activities for children but also how we provide ongoing support for teachers to help them develop their teaching practice and embed STEM careers and attribute ideas into everyday lessons. We also support STEM outreach and widening participation at the university and encourage colleagues to work with primary schools in areas of deprivation in the North East.

Last year we had the priviledge of working with two cultural organisations: Life Science Centre and Northumberland Archives, and those projects are described in the report.

As well as being an outreach group, NUSTEM prides itself on the strength of research and evaluation that we also do. It’s important that we produce high quality research and evaluation on young people’s STEM learning and career choices, and share our findings with the wider STEM community.  The report also highlights our recent research about the state of career-related learning in primary schools, and two evaluations of projects with recommendations for other STEM organisations.

We hope that you enjoy reading the report, which can be found here: NUSTEM Annual Report 22_23