Background

1. Demand for Science, Technology, Engineering and Mathematics (STEM) Skills’ was launched in the UK (Department for Innovation, Universities and Skills, (2009) - this Dr Sandra Moffett, Mrs MairinNicell, Dr Jose Santos, Mr Martin Doherty School of Computing and Intelligent Systems

2. Background • ‘The Demand for Science, Technology, Engineering and Mathematics (STEM) Skills’ was launched in the UK (Department for Innovation, Universities and Skills, (2009) - this report concluded that UK employers often report difficulties in recruiting STEM qualified staff perceiving a shortage in STEM skills, resulting in unpredictability of future STEM industry development • In 2008, e-skills IT and Telecoms Insights (2008) claimed that while the IT industry was buoyant, companies stated difficulty in attracting IT graduates, with larger organisations citing quality of applications received as a contributing factor. Even when applicants possess sufficient skills to secure a job, new recruits often have skills shortfalls, with 70% lacking technical skills, 30% business skills and 31% interpersonal skills • Employability projections in 2013 estimated that 141,300 new entrants to the workforce will be required each year (until 2020) to replace both existing workers and meet expansion needs • 2000 new computing graduate opportunities in Northern Ireland each year (Momentum)

3. University of Ulster STEM focus • The University of Ulster has an international reputation for excellence, innovation and engagement in STEM based areas • Computer Science Research Institute listed 15th in the UK national league table for research excellence • Engineering Research Institute was listed 11th • Biomedical Sciences came top in the UK (RAE 2008) • On the Magee campus, further evidence of STEM excellence • creation of the Intelligent Systems Research Centre • increase in student numbers • creation of new Centre of Engineering • While this news is welcomed by the School of Computing and Intelligent Systems (SCIS), attracting students to STEM subjects is challenging (Smith, 2007; Wilson, 2009)

4. SCIS activity • Marketing of SCIS and courses • First Lego League competition • Computing Skill Workshops • School engagement, careers events • National events – BTYSE, Engineering week, BringITon, ICT insight, open days, conferences, seminars, etc. • Widening Access By Introducing Programming in School (WABIPS)

5. Widening Access Skills in Primary Schools (WASPS) – P6/7 (10/11 year old) • Plan Bee – interactive workshop when in Year 9 (12/13 year old) • SCIS/Seagate Summer School – week long activity, July, when in Year 11-12 (14 to 16 year old) • Placement Engagement in Year 13 (aged 16/17) • Information Events in Year 14 (aged 18)

6. Overview of WASPS • The aim of the WASPS initiative is to stimulate interest in Science, Technology, Engineering and Mathematic (STEM) subjects with children aged 10-11 years (P6 – P7) • Information Technologies (ICT) skills development • University of Ulster teaching and learning principles • Northern Ireland ICT curriculum, Key Stage 2

7. WASPS programme The aim of WASPS is to provide the opportunity for participating pupils to enhance their skills set in terms of conceptual, creative, marketing, computational, communication and presentation skills. Original Schedule • Launch event - pupils from participating schools attend a launch ceremony, where facilitators (SCIS staff members) are introduced and the project is explained. In consultation with teachers, pupils are organised into small groups (4/5 pupils) to undertake a team-project to develop a topical advertising campaign. • Workshop 1 focuses on idea generation resulting in a storyboard from each group on their advertisement theme • Workshop 2 teaches pupils to animate characters from images, photographs, media clips, adding visual and audio features for speech and movement • Workshop 3 takes the animated characters and builds a short movie clip for advertisement presentation • Support provided in school between workshops • Judging panel • Award ceremony – pupils given opportunity to display work, prizes awarded in form of ipod touches, shuffles, goodie bags, certificates, £500 for best school

8. WASPS programme New Schedule • Launch event – Sandra/Mairinliase with the teacher, go out to the school to introduce project to the class • Workshops (4 per school) held in the classroom, breakout areas for quiet work, laptops preloaded with software, storage devices for each school • TiS scheme and PhD students • Support provided in school between workshops • Judging panel • Award ceremony – pupils given opportunity to display work, prizes awarded in form of mini tablets (or similar), goodie bags, certificates, £500 for best school

9. WASPS evaluation - questionnaire • At the end of three years a total of 477 pupils and 21 teachers from 17 schools had been involved • Ten teachers and twenty-eight pupils provided feedback on the project • The teachers were presented with a short questionnaire to gain general overview of project elements • All questions in the questionnaire were scored positively (Figure 1) with equal important awarded to each category (Figure 2)

12. WASPS evaluation - interviews • Follow-up interviews with the teachers were conducted on a one-to-one basis • Pupils provided their comments in focus groups, this enabled a debate around project elements to take place, making the children more relaxed and forthcoming with their evaluation comments

13. WASPS evaluation - interviews • Both teachers and pupils agreed that WASPS provided a positive student learning experience (teaching and learning principle 1). • While the aim of WASPS was not to directly recruit students (due to the age of participants), the project did target, support and retain a diverse range of students (teaching and learning principle 2). All levels of ability were catered for including disabled children, those with learning difficulties, those from ethnic and socially disadvantaged communities. • Content included in the WASPS programme promoted and fostered creativity and innovation in its curriculum design and delivery (teaching and learning principle 3). Pupils found the work very engaging and fun while teachers stressed that skills were being developed which complimented classroom activity. • As the WASPS content was very task oriented, learning was promoted through relevant practice (teaching and learning principle 4). Skills developed were suitable for the target audience range, and again while not directly applicable to recruitment and employability the project did encourage pupils to think about higher education and possible computing careers when they are older.

14. WASPS schools

15. WASPS schools

16. WASPS conclusion • By establishing relationships with schools, making pupils aware of University facilities and provisions, these pupils may be encouraged to undertake higher education at a later stage • Getting to know primary school pupils provides opportunity to maintain contact as they progress to secondary education • It is hoped that some of the pupils involved in TIME will eventually undertake tertiary level education. Based on the numbers involved in the overall project, if ten percent were interested in STEM undergraduate degrees, this would generate 56 new students (£686,000), however if this project makes a difference to one child’s future it has been worth undertaking

17. WASPS in Action

18. Invitations sent to primary schools for distribution • One day event (either Good Friday or beginning of July)on campus • Lego robots, app development, MakeyMakey • Judging and Prizes (up to value of £50) • Re-establish relationships • Information on Summer School • Invite to provide details for further engagement