I’m a Scientist, Get me out of here provides school students with the opportunity to meet and engage with science professionals, regardless of location. Our aims align closely with the ideas behind science capital: how much a young person views science as “for them”.
There are many elements to science capital, and we believe we contribute most clearly to:
- Knowing people in science related jobs
- Scientific literacy
- Knowledge about the transferability of science
We also believe that our projects can make a positive contribution to the aims of NCOP.
We’ve outlined some of the reasons why we think this below. To find out more about how you can offer I’m a Scientist as part of your NCOP programme, or to talk more about the links we’ve highlighted, get in touch with email@example.com 01225 326892.
Double the proportion of young people from disadvantaged backgrounds in higher education (HE) by 2020
Increase the number of students considering studying science post-16 in Further Education and Higher Education
After taking part, 79% of students are interested in studying science as part of their post-16 options, compared to 52% before the event.
Increase awareness and understanding of STEM careers and higher education qualifications
Over a third of questions in ASK were linked to Careers and Education from NCOP trial schools.
The majority of students aiming for a career in STEM will require a degree1. Students interact with STEM professionals who hold a range of qualifications, including undergraduate, postgraduate and professional qualifications. Within I’m an Engineer, one professional in each zone has experience of an Apprenticeship route.
(1) 80% of jobs listed in the “science and research” categories of the national careers service website would normally require a degree.
Increases students science capital, making them more likely to follow STEM subjects
“Who you know” is one of the four elements of science capital, which influences how likely a young person is to think that science is “for them” and study science2.
Students “meet” and interact with a range of “real-life” STEM professionals, engage in conversations about their education, career and personal lives and understand that scientists are people like them.
83% of students use the ASK, CHAT or VOTE sections, actively engaging with the scientists.
Previous research demonstrates an increase in positive descriptions of physicists after actively engaging in a live chat3.
Delivers subject specific engagement for a relevant subject area
STEM subjects are popular with widening participation students.
In 2015/16, 44% of young, full-time, Polar 3 Low Participation Neighbourhood entrants to HE were studying STEM subjects4. This is on par with young, full-time entrants as a whole.
(4) Young, full-time, first degree entrants based on figures published by HESA “UKPIs_2015-16_Widening-participation”
Students meet STEM professionals from ethnic minority groups
Across all events we ensure at least 10% of experts are from ethnic minority groups.
STEM subjects are popular with male students
Of the young, full-time, male enrolments in 2015/16, 53% were studying STEM subjects, compared to 41% of female enrolments5.
Students meet a diverse group of STEM professionals
STEM professionals are selected to ensure a mixture of male and female STEM professionals in every zone.
I’m a Scientist can be delivered as part of a programme of activities, to any number of schools and classes. To find out more about working with us to deliver I’m a Scientist get in touch with firstname.lastname@example.org 01225 326 892 or take a look at our Higher Education page.