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Taking aLeading Role

A Good Practice Guidefor all those involved inrole model schemes aiming toinspire young people aboutscience, engineering andtechnology

The Royal Society – Taking a Leading Role

© The Royal Society, ISBN 0 85403 6083

All texts published in this guide may be freely reproduced, translated orquoted (except when reproduction or translation rights are reserved)provided that mention is made of the source.

CONTENTS

The Royal Society – Taking a Leading Role i

Foreword iiiAcknowledgements iv

INTRODUCTION 1About this guide 1Research methodology 2Why are role model schemes important? 2The importance of role models for girls 3The importance of role models for minority ethnic communities 3Gaps for developing role model schemes 4

FOR SCHEME ORGANISERS 5Set-up and planning 6

Defining scheme objectives 6Different types of schemes 7Involving all the key people 7Working with existing schemes 8Diversity awareness 8Start small 9Resources for activities 9Set-up and planning checklist 10

Communication 11Managing expectations 11Ongoing communication 12Networks 12Branding 12Communication checklist 13

Evaluation 14Event feedback 14Achievement of objectives 14Evaluation by role models 16Evaluation checklist 16

Recruiting and working with role models 17Recruitment 17Desired qualities 20Training 22Ongoing support 24Incentives 26Role model checklist 26

Activities 27What captures interest? 27Key points to remember 28Practical considerations 30Supporting media 30Activities checklist 31

Working with schools 32Planning a school-friendly scheme 32Promoting your scheme to schools 33Promoting your scheme to parents 33Planning for different schemes 33Things to consider while the scheme is running 35Scheme organisers’ checklist 35

Working with business partners 36Good practice 36Making the business case 36The business case checklist 38

FOR ROLE MODELS 39Becoming a role model 40

Being clear about the objectives of the scheme 40Why are you getting involved? 40What are your expectations? 41What can you bring to the scheme? 41What will you need to ask the scheme organiser? 42

Ongoing communication 43Preparing for your visit 43Evaluation 44

FOR SCHOOLS AND TEACHERS 45|nvolving role models effectively 46

Getting involved 46Supporting activities 47Practical considerations 48Supporting activities checklist 48Ongoing communication 49Communication checklist 49

Evaluation 50Event feedback 50Achievement of objectives 50Giving feedback 51Follow-up activities 51Evaluation checklist 52

RESOURCES 53Resource 1: Checklist of issues for scheme organisers to discuss with teachers 54Resource 2: Checklist of issues for scheme organisers to discuss with potential role models 55Resource 3: Checklist of issues for potential role models to discuss with scheme organisers 56Resource 4: Checklist of issues for teachers to discuss with organisers of schemes they are interested in 57Resource 5: Sample feedback questionnaire for pupils 58Resource 6: Estimated numbers employed in SET by ethnic group and gender 59Resource 7: Useful websites 60

The Royal Society – Taking a Leading Roleii

From Sir Magdi Yacoub FRS, Chair of Steering Group

Science, engineering and technology (SET) affect each of us every day in some way.Helping young people to value the contribution of SET to their lives and engage inmeaningful debate hinges on those of us in the profession being able to communicateand convey our knowledge and understanding with energy and passion. Inspiringyoung people to take part in the discovery and delivery of science is important for theirhealth and well-being and critical for the continued success of our economy.

I believe we must do everything we can to raise the quality of young people’sengagement with science in school and in society. This Good Practice Guide isconcerned with just one of the many ways in which this may be achieved – through rolemodel schemes. In producing this guide we have worked with social scientists, youngpeople, teachers, role models and people who run and deliver schemes to put rolemodels into contact with young people.

During the research for this guide we questioned 157 young people who had just takenpart in some kind of activity with SET role models about its effect: 41% said that theywere not planning to study science or engineering before their involvement but thatnow they might (with 28% saying they were going to study science or engineeringanyway). Over 1000 scientists responded to a web survey about what influenced them:29% indicated that their parents had a strong influence on their career choice withthree quarters of those parents being scientists or engineers themselves. The samesurvey showed that 22% of respondents had been influenced by a teacher.

In particular we wish to see many more girls and ethnic minority students being inspiredto become scientists. The UK, along with the rest of Europe, sees a skills shortage as weincrease our expenditure on research and development. Increasingly employers, who aredriven by the needs and demands of their consumers, half of whom are women and allfrom a variety of cultural backgrounds, wish to have a more diverse workforce todevelop relevant, innovative products for their markets.

It is difficult to assess the direct impact of any particular event in guiding young peopleto choose any one career path. It is clear from the many discussions that have takenplace during the research phase for this guide that many scientists have been influencedby one or more scientists or engineers. It is also clear that many are engaged as rolemodels, whether intentionally or not. I am sure that this guide will go a long way tosharing experiences, ideas and good practice.

FOREWORD ANDACKNOWLEDGEMENTS

The Royal Society – Taking a Leading Role iii

Acknowledgements

The research and production of this good practice guide was undertaken with the guidance ofa steering group drawn from a wide cross-section of sectors and expertise. Thanks are due to:

Helen Collier (Let's TWIST), Joanna Edwards (NESTA), Sarah Gibbons (DfES), Caroline Isaac(IBM), Pat Langford (DTI), Tanniemola Liverpool (University of Leeds), Sean McWhinnie (RoyalSociety of Chemistry), Michael Reiss (Institute of Education, University of London), YvonneBaker (SETNET), Liz Rasekoala (African-Caribbean Network for Science & Technology),Yasmin Valli (Leeds Metropolitan University) and Magdi Yacoub, Chair (National Heart andLung Institute, Harefield).

This guide was researched and written for the Royal Society by Jude Cummins, DianeBeddoes, Phil Copestake and Carl Mclean of the Office for Public Management (OPM®).They can be contacted on 020 7239 7800 or [email protected]

The project was managed by Caroline Ingram (CSI Consultancy), Ginny Page (Royal Society)and Jan Peters (Royal Society).

We would like to thank people involved in the following schemes who gave up their time totake part in the research used to inform this good practice guide. Contact details areavailable via the weblinks listed in the resource section at the end of this guide.· Birmingham Ishango Science Club· Brighton Science Alliance· Construction Ambassadors· CWEST (Cornwall Women in Engineering, Science and Technology)· INSPIRE (Innovative Scheme for Post-docs in Research and Education)· Let’s TWIST (Train Women in Science, Engineering, Construction and Technology)· EPSRC’s NOISE (New Outlooks in Science and Engineering) campaign· Pimlico Connection· PSEP (Primary Science Enhancement Programme)· Regent College· Researchers in Residence· SEAs (Science and Engineering Ambassadors)1

· SeeK (Science and Engineering Experiments for Kids)· UAS (Undergraduate Ambassadors Scheme)·Why Not Chem Eng?·WISE (Women Into Science and Engineering)·Wolverhampton RESPECT Festival

Thanks are also due to the following schools and schemes which provided images forinclusion in this guide.· Ballycastle High School, RinR Express Yourself Finale 2004· Jon Chlebik © 2004: Imperial College London· Morecambe High School, Royal Society Partnership Grants· NOISE, Planet Science· SETNET

Designed by Franziska Hinz at the Royal Society.

The Royal Society – Taking a Leading Roleiv

The Royal Society – Taking a Leading Role 1

About this guide

A role model scheme, for thepurpose of this study, has beendefined as ‘an initiative seeking topromote science, engineering andtechnology (SET) to young peopleby intentionally promoting SETpractitioners as positive rolemodels’. The use of role models isoften cited as being an importanttool to inspire young people, andthere are many schemes around.

This work was commissioned by theRoyal Society, supported by theNational Endowment for Science,Technology and the Arts (NESTA)and funded by the Department forEducation and Skills (DfES), tounderstand what makes a goodscheme and to share insights intohow such schemes can be improvedto better engage young people,especially girls and those fromethnic minority backgrounds, in SET.

This guide is based on extensiveresearch with participants in 16schemes chosen to explore nationaland regional case studies. Work hasinvolved observations of events anddiscussions with scheme organisers,teachers, role models, youngpeople and other stakeholders.Methods used included thegathering of views throughindividual interviews, groupdiscussions and questionnaires from25 people involved in runningschemes, 20 teachers, 30 rolemodels and over 150 young peoplewho were taking part in role modelprogrammes.

In addition, a web-based survey ofover 1,000 SET practitioners wascarried out to gain an insight intothe influences on their careerchoice. Further information aboutthis study is available from theRoyal Society’s website atwww.royalsoc.ac.uk/rolemodels

The research shows that rolemodels can make SET seem moreexciting, interesting and relevant.They can challenge persistentstereotypes – particularly of SETbeing mainly for boys or superintelligent beings. They can alsohelp teachers add value to theirscience lessons and youth groupleaders enrich their activities.

The information we have collectedhas enabled us to get an idea ofwhat works and what doesn’t; tofind out what scheme organisers,role models and teachers would dodifferently with the benefit ofhindsight; and to collate usefulresources for others setting up orbecoming involved in schemes.This guide brings this informationtogether in a series of chaptershighlighting things to consider orto avoid, offering good practicetips, and signposting additionalresources.

There are three colour-codedsections to this guide for:

· scheme organisers – if you arealready running a scheme orthinking about setting up ascheme;

· role models – if you are apractising scientist or engineerwho would like to get involved ina scheme;

· schools and teachers – if youare already involved in a schemeor thinking about becominginvolved. This section would alsobe useful for community groups.

Each section has a number ofchapters addressing different issues.

Look out for the following boxes tolocate good practice tips, casestudies, sources of information andchecklists.

INTRODUCTION

� Good Practice Tip

?Case Study

� Further Information

� Checklist

-> practical ideas from experiencedscheme organisers

-> helpful summaries of key thingsto remember

-> where to go for more advice

-> real examples of successfulstrategies


Duration of

One off Fixed period Ongoing

No personalcontactwith role model

Indirect contactwith role model(email, letter etc)

Direct contactwith role model(face to face)

Posters, television,videos, more limitedwebsites

Web-based questionforums

SET events (competition,fair), visits (by practitionerto school or by studentsto workplace),lectures/presentations

Video series, CD-ROMs

Mentoring relationship

Mentoring relationship,work experience,residential events

Magazines, newsletters,more substantial(frequently updated)websites

Mentoring relationship,website profiles thatallow students tocontact the role models

Mentoring relationship,ambassador schemes(practitioners providingsupport in schools)

A series of photocopiableresources and a list of contacts forexisting schemes and organisationsmentioned throughout the guideare given at the back of this report.

Research methodology

A literature review of existingevidence of good practice and amapping exercise of currentschemes that intentionally promoteSET practitioners as positive rolemodels, undertaken for this report,are available on the Society’swebsite. From this work we drewup a typology of role modelschemes (see above), which looksat two dimensions: duration ofcontact and level of contact. Toensure that the good practiceguide has wide applicability, theschemes selected as case studieswere chosen to include a mix ofthese different types.

The selection also includesschemes that:· operate on different levels –

nationally, regionally and locally;· are aimed specifically at pupils

from Black and other ethnicminority backgrounds orspecifically at girls, as well asuniversal schemes;· work with children of primary

school and secondary schoolage.

Why are role modelschemes important?

In recent years, considerableattention has been paid to thequality of education and trainingthat young people receive in SET,and more specifically to howyoung people’s aspirations andachievements in this area areaffected by their exposure to SET.There has been little directresearch on role model

programmes and their impact,although mentoring programmesare more rigorously reviewed.

As part of its strategy forimproving the UK’s productivityand innovation, the Governmentcommissioned Sir Gareth Robertsto review the supply of scientists –people with science, engineering,technology and mathematicsskills2. Many of the findings of thereview demonstrate, and oftenrefer specifically to, the importanceof positive SET role models inenhancing SET education bothwithin and outside schools.

A key finding of Roberts’ reviewwas that there was a ‘disconnect’between the growing demand forgraduates in highly numeratesubjects such as engineering,mathematics and the physicalsciences, and declining numbers ofgraduates in these areas.

Typology of role model programmes

2

contactLevelof contact


Significantly fewer pupils arechoosing to study mathematics andthe physical sciences at A-Level, ina period when total A-Level entrieshave risen. Roberts noted thatpractical work has a crucial role toplay in improving pupils’knowledge and understanding ofSET, and in enthusing them tostudy SET subjects at higher levels.Many schools have found that byinviting university students into theclassroom to assist the teacher theycan greatly enhance the quality ofpractical sessions.

In addition, research has revealedthat primary school teachers hadless confidence about teaching thephysical processes andexperimental investigation strandsof science than they had aboutteaching the life and livingprocesses strands3. Researchconducted to inform this goodpractice guide indicates stronglythe benefits that visitingpractitioners (role models) canbring in terms of enhancing andsupplementing teachers’knowledge.

The literature review notes severalother factors that affect pupils’ SETlearning experiences. Pupils’enthusiasm for SET subjects withinthe school environment can beboosted outside the classroom aswell as inside it, through visits tobusinesses involved in science andengineering and by taking part inopen days and taster sessions atmuseums, colleges, universities andother organisations (which willoften involve the participation ofSET practitioners).

Research also highlights the fact thatpupils tend not to make links

between school science and futurecareers. The role model function ofSET practitioners therefore has adual aspect: presenting andcommunicating their work in a clearand engaging way, and highlightingthe rewards and breadth of careersthat can follow from studyingscience and engineering.

As part of this study we questioned157 young people who had justtaken part in some kind of activitywith SET role models about itseffect: 41% said that they weren’tplanning to study science orengineering before theirinvolvement, but that now theymight (with 28% saying they weregoing to study science orengineering anyway).

The importance of rolemodels for girls

SET is an area of study andemployment in which women havebeen under-represented fordecades, despite the fact thatresearch indicates that there are noinherent differences betweenmen’s and women’s skills andabilities to study SET or work in thisfield4.

Research conducted by the EqualOpportunities Commission (EOC)suggests that children developideas about gender roles at a veryyoung age, and these ideas arethen reinforced by parents,teachers and the media5. Rolemodels can play a major part inchallenging the stereotype ofscience and engineering beingunsuitable for women.

Science still seems to be perceivedas a male domain. Despite the

historical importance of womenscientists, their contribution is notwell represented in the schoolscience curriculum, and examplescited in the classroom and in textbooks often have a masculinebasis. Promotion of positive femaleSET role models and feminisationof analogies is still important.Research shows that women aremore likely to lean towards thesciences or mathematics subjectoptions if they have been taughtby a positive female role model6.

The importance of rolemodels for minorityethnic communities

Research into perceptions ofscientists and engineers shows thatchildren largely perceive suchindividuals to be White males, andthat more work is needed to avoidtokenism and promote images ofpractitioners from ethnic minoritybackgrounds in senior posts7. Theresearch conducted to inform thisgood practice guide confirmed thatthis stereotype is still prevalent.

Whilst no ethnic group is inherentlyless capable of academic success,the inequality of attainment is asignificant and persistent problemfor many minority groups. Analysisof data from sources such as theLabour Force Survey, undertakenby the Warwick Institute forEmployment Research (WarwickIER) as part of the Royal Society’swork on promoting diversity,(www.royalsoc.ac.uk/diversity)provides a comprehensive pictureof the involvement of the UK’sethnic minority groups in SETfields; an extract is reproduced inresource 6 at the back of thisguide.

3

It suggests that whilst both theUK’s Indian and Chinesepopulations are proportionallybetter represented (in comparisonto the White population) in the SETworkforce, and also in SET highereducation, among SET A-Levelstudents, Black Caribbean andBangladeshi people are significantlyless well represented: BlackCaribbean males and Bangladeshiwomen are particularly poorlyrepresented. The Black Africanpopulation, on the other hand, isreasonably well represented inSET8.

Recent qualitative researchsuggests that being inspired inscience and maths subjectsthrough teachers and role modelsis a key factor in ethnic minoritypupils’ performance, enthusiasmand interest9. However, scientistsfrom ethnic minority backgroundsfeature very little in UK science textbooks or materials.

Gaps for developing rolemodel schemes

The 2004 DfES ‘Science technologyengineering and maths (STEM)mapping review’ identified severaldeficiencies in the range ofinitiatives supporting thedevelopment of science andengineering graduates, including‘the lack of promoting andmainstreaming women/girls andethnic minorities in STEM’, and theneed for better evaluation. Ofparticular importance is therecognition that initiatives seekingto show minority groups positivelyrepresented in SET professions arerelevant to all young people.


1 Funded by the Department ofTrade and Industry (DTI) andEngineering and TechnologyBoard (ETB) and managed bySETNET and the SETPOINTnetwork on their behalf:www.setnet.org.uk

2 Roberts, G. (2002), SET forSuccess, the report of Sir GarethRoberts’ Review, April 2002.

3 Reiss, M. (2003), ‘Gender equityin primary science’ in ChristineSkelton and Becky Francis (eds),Boys and Girls in the PrimaryClassroom. Frost, S., Reiss M.and Frost J. (In press), Count Mein! A report on research ongender and ethnic minorityattainment in school science,School Science Review.

4 Bebbington, D. (2002),‘Women in science,engineering and technology: Areview of the issues’. Higher

Education Quarterly, Vol. 56(4), pp. 360-375.

5 EOC (2001), ‘Sex stereotyping:from school to work’, cited inInstitute for EmploymentStudies (2003), Ready SET Go.

6 Ibid.

7 See for example Schacher(2000), and Long, Boiarsky andThayer (2001), cited in Institutefor Employment Studies (2003),Ready SET Go.

8 Elias, P., Jones, P. (2004), SET andUK Ethnic Minorities, a report forthe Royal Society by the Instituteof Employment Research,Warwick University.

9 Centre for Science Education(2003), Ethnicity andUnderachievement in Scienceand Mathematics Education, areport to the Royal Society.

Notes

4

FOR SCHEMEORGANISERS


SET-UP AND PLANNING

6 The Royal Society – Taking a Leading Role

This section is written for peoplewho are already running a schemethat brings young people intocontact with practising scientists orengineers, or for people who arecontemplating setting up a newscheme.

It’s easy to underestimate theamount of time that it takes to planand set up a successful scheme.This chapter is designed to guideyou through the various stages andto put you in touch with peoplealready running a scheme.

Defining schemeobjectives

The first question you need toanswer is: who is the scheme aimedat? For example, are you targetingprimary or secondary school agechildren? If secondary school, areyou trying to: influence pupils’choices regarding subjects to study;support and enhance learning in theclassroom; change young people’sattitudes to science and scientists;increase engagement with topicalscience issues? Will your schemeaim to address the under-representation in SET of women orpeople from ethnic minoritybackgrounds in particular, or willyou take an inclusive approach andensure you have a variety of rolemodels on your books?

You need to have clear and realisticobjectives for the scheme and makesure these are followed through.For example, make sure your rolemodel is able to work with differentability groups and has informationand examples appropriate for that

group. If the scheme is targeted atencouraging more women to takescience degrees, then talks andactivities surrounding this areunlikely to be interesting for girlswho expect to leave school at 16.Involving the right young peoplecan be difficult when you dependon a third party, such as a teacher,to select pupils; you need to buildup a good relationship with thethird party and check that he or sheunderstands, and is happy with, theobjectives of the scheme and who itis aimed at.

Possible aims and objectives of thescheme include to:

· interest young people from ethnicminority backgrounds in SET andencourage them to pursue acareer in this field;

· show girls that careers such asengineering and construction canbe rewarding for women;

· attract more able young peopleinto SET degrees and/or ModernApprenticeships;

· interest young children in scienceand engineering so that they mayconsider it as a positive careeroption.

While it is important to have clear,easily understood aims andobjectives at the outset, theseshouldn’t be too rigidly defined orfollowed in a way that prohibitsnatural growth or change as thescheme progresses. Keep theseobjectives in mind when you areplanning your evaluation tools andquestions and try to get them totie up.

Take account of the schoolcalendar and when keydecisions such as GCSE choiceshave to be made. There is nopoint, for example, running ascheme to encourage girls totake GCSE subjects such as ICT,design and technology andengineering if they havealready made their choices –this often happens monthsbefore the GCSE coursebegins. A better time is totarget them aged 11 and 12as research shows they leaveprimary school with positiveattitudes to SET.


Think about accessing youngpeople through a communitygroup rather than throughschools. This environment canoffer better opportunities tostimulate those who strugglewith formal schooling. It canalso be a better way ofreaching a particular ethnicminority group if you wish totarget them exclusively. Tryyour local library, yourcouncil’s communitydevelopment department, theNational Association ofCouncils for Voluntary Service(www.nacvs.org.uk), theNational Council for VoluntaryOrganisations (www.ncvo-vol.org.uk) or the Council ofEthnic Minority VoluntarySector Organisations(www.emf-cemvo.org.uk). TheGeneral Teaching Council forEngland launched a raceequality network in 2004called Achieve(www.gtce.org.uk/research/achieve_intro_page.asp).


Consider involving youngpeople and teachers in theplanning stage, to find outwhat they really need. At thevery least, try to leave someflexibility in the design of thescheme, so the activities orprogrammes can be tailoredto individual circumstances.


It is generally more effectiveto focus exclusively on SETsubjects, and not dilute themessage by combining thepromotion of SET rolemodels with the promotionof arts or sport.


Think about the whole approachand try to ensure that the impactsare enduring. Linking up withexisting schemes (see below) willenable you to point your partici-pants in the direction of more infor-mation and opportunities, andsharing ideas and outcomes withother organisers strengthens every-one’s purpose.

Different types of schemes

You also need to decide what typeof scheme you are going to set up.Some possibilities are:

· one-off events, either in schoolsor off site;

· publicity campaigns, such asposters and websites;

· site visits to SET companies oruniversities;

· residential schemes;

· websites;

· ongoing relationships withschools or community groups;

· ongoing relationships withindividual pupils or groups ofpupils.

If you are working with schools,making links to the NationalCurriculum (see www.nc.uk.net/index.html) in terms of timing,target age group and activities canmake it easier for teachers tointegrate the scheme into theirplanning and teaching.

Most existing schemes fall into oneof the following broad categories:

· Events – an (often) annual,regional or sub-regionalvisit/event/festival centred on

hands-on activity, with some overtpromotion of role models (e.g.SeeK, WISE Outlook);

· Networks – a network of SETpractitioners or universitystudents, nationally and/orregionally co-ordinated, who visitschools and other groups in theirlocal area on a reasonably regularbasis, possibly as part of a formalcourse of study (e.g. Researchersin Residence, Why Not ChemEng?, UndergraduateAmbassadors Scheme, Scienceand Engineering Ambassadors);

· Publicity campaigns – a nationalpublicity campaign, involving thepromotion of positive SET rolemodels through a variety ofmeans (e.g. RESPECT campaign,NOISE, Royal Society of Chemistryposter campaigns);

· After-school clubs – a locally runafter-school club (possibly part ofa national network), incorporatingvisits from SET role models, whomay be members of network-typeschemes (e.g. BirminghamIshango, local Young EngineersClubs).

Web addresses for all the schemesmentioned are given in theresources at the back of this guide.

Involving all the key people

Consider all the people whoinfluence the choices young peoplemake. In particular, the influence ofparents is vital. In a survey of over1,000 practising scientists andengineers, 29% indicated that their

7The Royal Society – Taking a Leading Role

FORSCHEMEORGANISERS

The Intech centre inWinchester (an interactiveeducational science centre:www.intech-uk.com) hasteacher briefing days once amonth. They also run in-service training (INSET) days,so that teachers can beexposed to the opportunitiesthat SET has to offer and gainideas for teaching science. Thisis felt to be particularly helpfulto primary school teachers,who are often in the positionof teaching science withoutnecessarily having abackground in that subject.Working with SETPOINTHampshire, based in thecentre, Intech invites new rolemodels to the teacher briefingsessions as part of theirtraining in understanding theschool environment.

?Case Study

SET-UP AND PLANNING


parents had had a strong influenceon their career choice, with three-quarters of those parents havingbeen scientists or engineers them-selves. The same survey showedthat 22% of respondents had beeninfluenced by a teacher.

Working with existingschemes

When setting up a new scheme, orthinking about expanding anexisting scheme, try to avoidduplication of existing schemes. Ifyou have similar aims think aboutjoining forces so you can, forexample, cover more schools.

Most existing schemes are willing tohelp new people wanting to set upsimilar schemes. Contact thefollowing organisations before youget too far along the road with yourplanning to see what help andadvice they can offer:

· Your local SETPOINT (contactdetails www.setnet.org.uk). Manylocal schemes encourage theirrole models to become Scienceand Engineering Ambassadors(SEAs), often in order to takeadvantage of the SEAs’ trainingand Criminal Records Bureau(CRB) clearance. For localschemes, SETPOINT involvementand support can be very beneficialin persuading businesses andpotential role models to take part.

· The National Education andBusiness Partnership Network canprovide support for:– work experience;– mentoring;– visits to the workplace;– enterprise activity;– professional development for

teachers.Their website (www.nebpn.org)includes lists of local contactsthroughout England.

· For role model schemes aimed atgirls, contact the UK ResourceCentre for Women in Science,Engineering and Technology(www.setwomenresource.org.uk)Helpline number: 01274 436 485.

Diversity awareness

If you are running a universalscheme you need to make surethat your scheme is attractive to,and meets the needs of, boys andgirls from all ethnic backgrounds.Think about this from the outsetand make it central to the scheme,rather than an after thought.Women and people from ethnicminority backgrounds tend not tothink of engineering or science asa default career choice for manycomplex reasons. Your scheme is achance to redress this: the rolemodels will show young people‘I’m a scientist or engineer and youcould be too’.

SETPOINT in Devon andCornwall runs courses forteachers, to enhance theirability to use specific activitiesand to help them enthuseyoung people. The coursestake place on employers’premises, so that teachers canget a clearer idea of possiblecareers and involve rolemodels as part of the course.Other SETPOINTs also runcourses so contact your localSETPOINT by calling 020 76367705 (www.setnet.org).

?Case Study

By involving parents in thescheme, you can strengthenmessages about theattractiveness of careers inSET. You could invite parentsto an introduction or end-of-programme event, sendmaterial home with youngpeople or invite parents totake part in activitiesalongside the role models.Some parents will have a SETbackground themselves andcould become role models intheir own right.


‘It is important to get parents to understand what science isand that girls can do it – we need to take the prejudicesaway.’ Role Model

When you are setting up orreviewing your scheme or materialsask yourself a few simplequestions:

· Have I considered gender andethnicity?

·What would this piece of material/activity say to me if I was from aminority group and/or female?

·What do your women (and men)role models believe are theopportunities for women in SET?

If you are unsure of the answers goand find some people from thatgroup or community to ask. Start bycontacting local community groups,recruit people from a local school orlocal employers to take part in ashort discussion group, or contactpeople via one of the professionalsocieties or learned bodies.Involving parents in schemes foryoung people from ethnic minoritycommunities can be particularlyuseful.

Start small

· Start with a small scheme so thatyou do not overstretch yourself inthe early days, as setting up isvery time intensive. This isespecially important if funding islimited. Consider carrying out asmall-scale pilot before a largerroll-out.

· Focus on achieving high qualitywith a small number of youngpeople/schools at the beginning

to help iron out any difficulties.Once you are up and running,word of mouth recommendationswill make it easier to get otherteachers, schools and role modelsinvolved.

Resources for activities

Bear in mind the following thingsabout resources for any activitiesthat role models undertake (seechapter on activities for some ideasof the type of activities to run).When planning an activity makesure you have checked thefollowing:

· If the activity is taking place onschool premises or in acommunity centre does the venuehave the resources necessary todeliver the scheme – e.g.construction materials, sinks.

· Other schools or communitygroups might be able to help –e.g. secondary schools providingteachers or lab resources forprimary schools.

· Resources should be as teacherfriendly as possible – e.g. primaryteachers without science trainingshould be able to use them if therole model is not going to bepresent the whole time.

· Materials should show a diversityof images in terms of men,women and those from ethnicminority backgrounds.


Sensitivity and fear ofoffending is not a reason toavoid being more diversityaware. If you are afraid ofoffending, ask how youshould approach someone orbehave.


FORSCHEMEORGANISERS

The Birmingham IshangoScience Club(www.ishangohouse.com/IshangoScienceClubs.html)works with African-Caribbeanyoung people and pridesitself on placing parentalinvolvement at the heart ofthe scheme, to ensure thatthe positive messages withregard to SET are notnegated at home. As part ofthis involvement, someparents were recruited toconduct lessons during BlackHistory Month.

?Case Study

SET-UP AND PLANNING


· Health and safety – have youchecked the regulations on whatexperiments can be done andwhich materials used?The School Science Service(www.cleapss.org.uk) providesadvice to subscribers on healthand safety including riskassessment, sources and use ofchemicals, and use of livingorganisms and equipment. Someguidance is also available from theRoyal Society of Chemistry onchemicals that it is not advisableto use in school(www.chemsoc.org/networks/learnnet/cldemo.htm).

· Have you carried out a riskassessment? This is particularlyimportant if the young people are

going away from their normalenvironment or if hazardouschemicals or a hazardousprocedure are going to be carriedout as part of the activities withthe role model.

· Do you have the necessaryinsurance cover? The insurancecover you need will depend on anumber of factors such aswhether or not you are takingyoung people out of school.

· If teachers have to be trained, youneed to ascertain whether theywill need supply cover back inschool, and be prepared for themto ask how these costs might becovered.

� Are your objectives clear? Haveyou involved key groups indefining them?

� Are you clear what age groupyou are targeting and how thisfits with the key decisions theywill need to take about subjectchoices?

� Have you decided whether yourscheme is to be targeted at allyoung people or specifically atgirls or those from an ethnicminority background?

� Have you thought about accessingyoung people through communitygroups rather than throughschools? This can be particularlyeffective at reaching young peoplefrom Black and other ethnicminority backgrounds.

� Have you contacted your localSETPOINT and Education andBusiness Partnership?

� Have you contacted the UKResource Centre for Women inSET for help and guidance ontraining, materials and contacts?

� Does your scheme link into theNational Curriculum and schoolyear?

� Are you clear what resources youwill need and who will providethem?

� Have you carried out a riskassessment? Have you checkedthat health and safetyrequirements will be met? Doyou have insurance cover? Haveyou planned Criminal RecordsBureau checks?

� Set-up and planning checklist

COMMUNICATION

According to those interviewedduring the research phase of thiswork, good communication with allinvolved is key to running asuccessful scheme. The stakeholdergroups you will need tocommunicate with typically include:

· schools or community groups;

· role models;

· the organisations that the rolemodels work for;

· parents of the young peopleinvolved;

· the young people themselves(although this may be indirectlythrough teachers, communitygroup leaders or the role modelsthemselves).

You may also need to include otherssuch as Local Education Authorityofficers, careers advisers andorganisations that are hosting sitevisits, such as businesses oruniversities.

All stakeholders will need to beclear about the objectives of thescheme, how it will operate andwhat is expected of them.Achieving this clarity is often timeconsuming, as there may be manydifferent points of view about thedesirability of different objectivesand ways of operating. This is alsooften complicated by the fact thatmany schemes rely heavily onvolunteers, who may have a veryclear idea of the basis on whichthey want to get involved.

You will also need to ensure thatthere is good communicationbetween the different stakeholdergroups, such as the schools and the

role models.

This chapter also looks at theimportance of branding as acommunication tool.

Managing expectations

All those involved in the schemeneed to be clear about theobjectives of the scheme and whatis expected of them. It is particularlyimportant that there is a good levelof communication between thescheme organiser and any teachersinvolved. Scheme organisers whowere interviewed found face-to-face contact invaluable inestablishing a good relationship.Any uncertainties about the schemeand how it might operate can easilybe discussed and ironed out in aface-to-face meeting.

If your scheme is ongoing (such as arole model visiting once a week)then you need to think about howto keep in touch regularly with themain parties to ensure thateverything is going well. Whereteachers are involved, discuss withthem what type of contact theywould prefer – given the tighttimetables to which schools operate,many will find email contact easiest,or they might give you an idea of thetimes when they are not teachingand you can get them on thetelephone.

In your initial discussions withschools, teachers and role models,make sure that there is mutualunderstanding and agreement onkey issues regarding the type ofscheme and division of


FORSCHEMEORGANISERS

Make sure that everyoneinvolved understands how hisor her behaviour affects thescheme. For example, it is nothelpful if a group of girlsvisiting a construction site areshown around by men whotalk about ‘the lads on thesite’ or make inappropriatejokes about the presence ofwomen in a traditionallymale environment. Have inplace strategies to addressthis, for example, in post-visitdebrief discussions.


The organisers of theUndergraduate AmbassadorsScheme (www.uas.ac.uk)discussed the possibility ofchanging the scheme’s namebecause of concerns that itsounded too official.However, owing to the highprofile already establishedfor the scheme, theorganisers decided tocounteract the official namewith a new logo based on apopular ‘retro’ brand oftrainer to promote a moreappealing and accessibleimage:

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COMMUNICATION


responsibilities. Checklists to helpwith this are provided in theresources at the end of this guide.

Ongoing communication

For long-running schemes, checkregularly with all stakeholders thateverything is running well.Encourage all those involved to getin contact with the schemeorganisers if they want to talkabout progress, difficulties, supportneeds or other issues. Reviewmeetings can also be helpful.

Of the schemes reviewed many havea regular newsletter that is sent to allstakeholders – schools, businessesand role models. This helps in anumber of ways, including:

· raising the profile of the scheme;

· recruiting of business support androle models;

· giving recognition of the supportof businesses and role models,through articles and case studiesin the newsletter;

· recruiting of schools and youngpeople;

· rewarding young people througharticles, case studies and photosin the newsletter;

· communicating with role modelsabout up-coming events.

Similar objectives can be metthrough a regularly updatedwebsite, emails or stories in thelocal media. These types ofcommunication can also be used toraise the profile of women and

those from ethnic minoritybackgrounds working in SET,through interviews with the rolemodels and other articles.

Networks

Many of those participating in ascheme will appreciate theopportunity to share experienceswith others who are similarlyinvolved. Think about how you canbest create a network so that, forexample, teachers from differentschools involved in the scheme arein touch with one another.

Also think about who could help tospread the word about your schemesuch as the local media, businessorganisations such as your localChamber of Commerce, oreducation and business partnerships(see www.nebpn.org). A simplepress release offering a descriptionof the scheme, a couple of quotesfrom participants, an opportunityfor journalists to attend an eventand/or talk to those involved, andyour contact details, will often yieldgood local newspaper or radiocoverage.

Branding

Many schemes find having a clear,consistent brand name and logovery helpful in terms of:

· raising awareness;

· building credibility for the project;

· attracting funding;

· recruiting role models andbusiness support.

Be as open and honest aboutwhat the scheme will not beable to achieve as about whatyou hope it will achieve.


Informal communication,such as social events for rolemodels and quick telephonecalls to check that everythingis going well, can be just asimportant as the more formaltypes of communication.


SETNET has a newslettercalled SETPIECE, producedthree times a year. It contains:write-ups of the activitiesthat their SEAs have beenundertaking, with photos ofyoung people and rolemodels in action; invitationsfor others to get involved inspecific events; and reportsfrom partner organisations.Some of the regionalSETPOINTS also produce theirown newsletter. You can viewprevious newsletters(www.setnet.org.uk).

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‘I thought it was to do with something else – the name doesnot signify that it would be about science.’ Teacher

It is important that the brand isapplied consistently across all typesof communication to achieve thesebenefits. It is important that anyimages of scientists or youngpeople used include men, womenand people from a range of ethnicbackgrounds.

It also helps if the name signifiesthe nature of the scheme and if theimagery appeals to young people.

The importance of consistentbranding also extends to the valuesand objectives of the scheme. Thismight mean, for example, involvingparents to ensure that positivemessages about SET careers for girlsare not contradicted at home.Another example is trying to ensurethat those showing young peoplearound sites give out appropriatemessages.


A formal evaluation of theWhy Not Chem Eng? scheme(www.whynotchemeng.com)found that one of thescheme’s strengths was itsstrong branding, whichconsistently ran through thewebsite, printed andelectronic guidance literatureand promotional materials.The brand was seen as astrength because of the visualappeal of the 'it's a blast'slogan, bright colours andstylised text to the targetaudience of 15-18 year olds.

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FORSCHEMEORGANISERS

� Are all stakeholders in agreementabout the objectives of thescheme and how it will operate?

� Is it clear who is responsible forwhat? For example, briefing rolemodels about the activities,organising any transport for theyoung people, recruiting youngpeople for the scheme, providingany equipment needed.

� Have you thought about howyou can involve parents in thescheme?

� Are those involved with site visitswell briefed about the schemeand appropriate behaviour?

� Is it clear how stakeholders cancontact you to report anydifficulties or discuss issues thatcome up?

� Does the scheme have a nameand logo that are consistentlyused by all stakeholders across allmedia?

� Do any images you are usingshow a diverse range of peoplein terms of gender and ethnicbackground?

� Have you thought about informalcommunication as well as moreformal communication?

� Who can help spread the wordabout your scheme?

� Communication checklist

EVALUATION


Considering your evaluation toolsand techniques early in the designof your scheme will offer the bestopportunity for understanding theimpact of your scheme. It willcertainly help you approach peoplefor support and funding.

There is no doubt it is difficult todemonstrate the long-term effectsof role model schemes, and to datethere has been no large-scalelongitudinal study, but individualschemes can gain much by carryingout small-scale evaluations of theimmediate reaction to their schemesfrom all involved. This informationcan be used to improve futureactivities as well as to provide someindication of the success of thescheme. Indications of success areimportant in gaining support fromfunders and securing theinvolvement of more role modelsand schools. The guidance belowconcentrates on how you can gainthis type of immediate feedback.

A survey of over 1,000 scientistsand engineers in 2004 showed thatjust over half (52%) had beeninfluenced in their choice of careerby a visit to a scientist’s orengineer’s place of work, and nearlya quarter (23%) had beeninfluenced by a scientist or engineervisiting their school.

However, the direct effects of rolemodel schemes on the final careerchoice of young people areextremely difficult to measure,given the whole range of otherfactors that also affect careerchoices. It would also be necessaryto conduct a longitudinal study to

track the career paths of youngpeople involved in particularschemes to measure their effect. Itis unrealistic to expect individualrole model schemes to undertakethis type of evaluation, althoughseveral larger schemes have carriedout more formal independentevaluations.

Event feedback

Using a simple questionnaire,collect feedback from young peopleat the end of a specific event to seewhat worked particularly well andwhat participants would like to bedifferent. You can then makeimprovements next time. It is worthconsidering whether the feedbackwill be more honest, and thereforeuseful, if given in confidence, andwho else might benefit from seeingthe results of your evaluation, suchas any teachers involved.

You should also gather feedbackfrom the teachers or communitygroup leaders and the role modelsthemselves.

Whatever feedback you collect,review it when planning futureevents, to see what you could dobetter.

Achievement of objectives

While it is not possible to measurethe ultimate impact of role modelprogrammes on final career choice,you can measure whether theprogramme or activity has takensteps towards meeting its intendedobjectives (for example, if theobjective of the scheme is to get

Keep feedback questionnairesshort, with no more than fiveor six questions. This makes itmore likely to be completed,and quicker for you to processand analyse! Ask for feedbackabout what did not work verywell as well as what workedwell. An example questionnaireis given at the end of thisguide in resource 5.


Questionnaires sent out topupils and teachers followingthe RESPECT annual sciencefestival showed that peoplefelt the event was toorushed. This resulted in thefestival the following yearbeing changed from a half-day event to a full day.

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The Construction IndustryTraining Board, which runs theConstruction Ambassadorsscheme (www.citb.org.uk/support), collects evaluationforms from both teachers andpupils. The information iscollated centrally, so thatpatterns of responses forcertain activities can be builtup and issues for improvementhighlighted. As a result of thesystematic analysis ofevaluation data, changes havebeen made to the structure ofa number of events.

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more Black pupils into SET careers,are they more interested in this as aresult of your scheme?). As we haveseen, defining your objectivesclearly is one of the key aspects tosetting up a scheme. It is alsocrucial in terms of evaluation, asyou can’t know whether you havebeen successful if you weren’t clearwhat you were trying to do in thefirst place!

There are many possible ways ofmeasuring whether progress hasbeen made towards the objectives:

· Carrying out a ‘before and after’measurement, by asking theyoung people involved about theirattitudes to science andengineering before theirinvolvement in the scheme, andagain at the end. This can bedone through a simple tick-boxquestionnaire.

· Asking the young people torecord what they have learnt as aresult of the programme, forexample: What surprised themabout the role model? What arethe key things they have learnt

about working in science,engineering or technology?

· Comparing the subject choices ofthose involved in role modelschemes with a similar groupfrom a previous year.

· Handing out post-experienceevaluation or ‘satisfaction’questionnaires (for both teachersand pupils).

· Carrying out tests at the start andend of each term for thoseinvolved in after-school SET clubs,to see if their knowledge aboutSET and their attitudes to it havechanged.

· Meeting with teachers shortlyafter visits to hear what the pupilshave been saying about thescheme.

· Asking those giving careers adviceif they have noticed increasedinterest in SET careers.

· Gathering electronic feedback, forexample through a centralscheme website.


When asking participants tocomplete questionnaires,take the opportunity to askthem to indicate theirinterest in being involved inany follow-up activities.


Having a feedback section onyour scheme’s website can bea useful way of getting theviews of young people. It isunlikely, however, that manywill voluntarily log on to usethis facility. Consider whetheryou can incorporate this into asession that you are running.


FORSCHEMEORGANISERS

Around six months afterjoining the scheme, the rolemodels involved with theNOISE scheme(www.noisenet.ws) spend aday with the schemeorganisers, giving feedbackand discussing possibleimprovements. As the rolemodels are spread throughoutthe UK, this also gives themthe chance to swapexperiences and share goodpractice with one another.

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EVALUATION


Evaluation by role models

As scheme organiser, you may notbe involved in the day-to-dayactivities of your scheme. Thereforeyou need to ask for regularfeedback from role models –although providing this must not beoverly onerous, as it could put rolemodels off. Consider an incentivesuch as a free prize draw to

encourage people to completefeedback forms.

Some schemes bring role modelstogether for a feedback session andalso use it as a networking andsocial event for the role models, toshow appreciation for their work.

SETPOINT West Yorkshiredevised an on-line evaluationtool, Quiet, to help evaluateevents and specific SEAsprogrammes. The organiser(e.g. teacher) ranks a list ofobjectives provided by SETNETand adds any others. A cross-section of those involved inthe programme then rate theevent and what they learnt. Aprintout compares what theevent was trying to achievewith what it actually achieved.The printout also compareshow much progress has beenmade towards the objectiveswith how much the event cost.The system is being rolled outduring 2004. It is a good toolfor evaluating impactsystematically, although it onlyprovides an immediatereaction, not longitudinaltracking of outcomes.For more information call01274 841 345 or look online(www.setpoint.org).

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� Are the objectives against whichthe scheme should be evaluatedclear?

� Are you collecting feedback onthe actual activities or events?

� Are you measuring how far thescheme is achieving itsobjectives?

� Have all the main stakeholdergroups been included in theevaluation, i.e.teachers/community groupleaders, young people and rolemodels?

� Are evaluations carried out inprevious years/for previous eventsbeing fed into the planning offuture events?

� Evaluation checklist

‘I feel that it is more important to get feedback from the kidsthan it is from us. From the perspective of someone inindustry, you have such limited time that the less forms thereare to fill in the better.’ Role model

RECRUITING AND WORKINGWITH ROLE MODELS

Role model scheme operators andteachers are in agreement thatgetting the right role models for aparticular scheme and providingthem with ongoing support arecritical to success. This chapterexplores some things you should takeinto account when recruiting rolemodels, the kind of assessmentcriteria that may be required, and thetraining and support they will need.

This includes:

· thinking about whether your rolemodels need any particularexperience or background;

· getting support from role models’employers;

· being realistic about timing – andbeing flexible;

· providing any training required;

· ensuring you have ongoingsupport systems in place.

Recruitment

Role model schemes can varygreatly in shape or function, sizeand/or design. Think about whatkinds of role models are appropriateto your specific scheme.

Your scheme might have a veryselective recruitment process thataims to find only small numbers ofhighly motivated individuals whocan make a significant commitmentover time. The process might besimilar to workplace recruitment,with applicants sending in written

applications to scheme organisers,followed by a formal presentationand perhaps a panel interview.Another approach is to recruithundreds of individuals who willtake part in no more than a coupleof events with young people in anyone year. In this case, yourrecruitment process is likely to beless formal and more inclusive, toget the numbers of people youneed. For example, it could operateon a self-selection basis, or throughinformal recommendations madeby trusted peers.

For role models drawn fromindustry, partner companies mayidentify which of their staff aremost suitable for a scheme.

Finding role modelsThere are over 1.3 million practisingscientists, engineers andtechnologists in the UK, so the poolof potential role models is huge! Ofthese, 207,000 are female. Whilemany ethnic groups are currentlyproportionally less well representedin the SET workforce than theirWhite counterparts, there are stilllarge numbers of practitioners fromBlack, Asian and other ethnicminority backgrounds who arepotential role models, for examplein 2002 there were 5,400 African-Caribbean people working in SET inthe UK, 7,300 Black Africans,30,000 Indians, 7,300 Pakistanisand 900 Bengalis.


Whatever recruitmentprocess you are using, beclear at the outset aboutwhat will be expected fromrole models and the broadcriteria that will be used toselect them for the scheme.How much time will they beexpected to commit and overwhat period? Will they needto have any training orundertake any otherpreparation? Help thempresent the most convincingand accurate case to theiremployers if their investmentis going to occur duringwork hours.


FORSCHEMEORGANISERS

‘It is difficult in terms of balancing my time, but I control myown diary so no one needs know that I am doing this,although I do need to be able to make up the time as I amcharged out at an hourly fee to clients.’ Role model



To find the role models you need,think about the following possibilities:

Tap into other role model schemes –many national companies willalready be part of the Science andEngineers Ambassadors scheme(SEAs). This allows you to get accessto local role models through yourlocal SETPOINT manager. They canprovide an existing local pool of SETrole model expertise, which will helpyou to avoid spending valuableresources on recruitment, andprovide help with other practicalissues (e.g. getting insurance for rolemodels and CRB checks). In additionto specific schemes, it is also usefulto invite people to participate whoare already involved in SET in anad hoc way, such as running aYoung Engineers Club at their child’sschool.

Use existing social networks –current and outgoing role modelscan help you to recruit new ones.You might find it useful to take anexisting role model with you whenyou meet new companies oruniversities with the aim ofrecruiting new role models. Do notforget that your colleagues, friendsand other acquaintances mightmake good role models or knowother people that would: manypeople are only too happy tobecome a role model if asked.

Make the business case to industryrole models – demonstrating thepositive benefits of becoming a rolemodel may help you to get supportfrom businesses and individuals.Role models can gain good materialfor their CVs, which may be

particularly relevant to those whoare at an early stage in their careers.Many will also be able to act as agateway into their company,potentially leading to involvement ofmanagers, site visits, provision ofequipment or sponsorship forschemes. See the chapter onworking with business for more onmaking the business case.

Approach individuals as well ascompanies – it may be possible forpeople in senior roles to becomeinvolved on a personal basiswithout needing their company’spermission to do so.

Recruit through a range of differentplaces – if you’re using the media,do not focus only on the majoreducational newspapers andscience journals and publications.Target ethnic media (such as TheVoice and Eastern Eye), relevantethnic trade and/or professionalgroups and wider ethnic andequality organisations andcommunity groups as well. On abroader and more local level, usingthe local Primary Times (a ‘what’son’ guide for children, parents andteachers) and other localnewspapers can help to recruitparents who have science degrees.

Make sure your message is clear – ifyour advertisements are accurate,everyone involved saves time andeffort. You will not get applicationsfrom ineligible or inappropriateapplicants and applicants will notwaste time applying forinappropriate schemes. This does notmean that applicants need to haveprevious experience.

Let’s Twist uses a wide rangeof ways to locate and recruitfemale role models. Some ofthe role models that theywork with regularly haverecruited colleagues to helpout at one-day events andhave subsequently becomeinvolved in other role modelactivities. Everyone whoworks in the Let’s Twist officeis on the lookout forpotential role models andwill ask women whoapproach them for otherreasons if they would like tobecome involved. They alsodescribe the importance ofbeing alert to anyopportunities and askingfriends, family and those theymeet at work and socialevents if they know anyfemale scientists or engineerswhom they might contact.Where possible they willproactively follow up thesecontacts by calling or visiting.For example on one occasionthey went and visited abuilding site because theyhad heard that a woman wasworking there who might bea potential role model.

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You should also consider thefollowing when recruiting rolemodels:

Be prepared to invest time – inlarger businesses in particular,involving their staff in the schememay mean getting the agreement ofdifferent people and layers ofhierarchy. Although this can betime-consuming, securing co-operation from larger companiesmay bring rewards in terms of thenumber of role models recruited,which may be useful when existingrole models move on to newemployers. It can also be helpfulwith arranging site visits or gettingsupport from business in meetingother needs, such as equipment.

Is your scheme attractive to rolemodels? Consider the image thatyou are projecting of your ownorganisation. For example, are yourstaff from a range of differentethnic backgrounds? Do you havegood employment and diversitypolicies?

Pay and incentives – many rolemodels feel that they should notget paid for their role, although ifresources allow, expenses should beoffered. However, you may be able

to provide them with an incentive, asmall token of thanks for theircontribution or a letter to theiremployer thanking them forallowing their staff to participateand recognising their contribution.

Criminal Records Bureau checks –make sure role models are awarethat they will need to be clearedthrough the Bureau before workingwith children – and whatdocuments they will need toprovide for this.

Have a strategy in place forhandling the rejected role models –you need to think about how youwill turn role models away, shouldthis be necessary. Think aboutreferring them to other schemeswhere their talents may be used.

Give feedback (where feasible) –feedback is important, asunsuccessful applicants may be thesuccessful role models of the future.Some form of response – even ifstandard – provides encouragementin this regard and might help a laterapplication to succeed.

Be flexible – people are more likelyto agree to become role models iftheir time commitment is flexible.


Develop a diversity plan foryour own organisation.Inform yourself about yourlocal community and itsmakeup. What is the nationalpicture of diversity in science?If your confidence in diversityissues is evident, you are morelikely to attract and retain agreater diversity of rolemodels and also attract clientswho want to work with you.


It is important that youngpeople see a diversity of faceswhether they themselves areWhite or from an ethnicminority background. All theabove methods may help youto recruit role models fromethnic minority backgrounds.However, you could alsoconsider: approachingcommunity groups that caterfor particular ethnic minoritygroups to see if they can usetheir own networks to findsuitable candidates (mostlocal councils have a list ofvoluntary and communityorganisations in their area.You could also write todifferent places of worship);using media targetedparticularly at ethnic minoritygroups; using messages inmainstream media thathighlight your particularinterest in attracting peoplefrom ethnic minority groups;and targeting parents fromethnic minority groupsthrough local schools.


FORSCHEMEORGANISERS

‘Role models need enthusiasm but they don’t necessarilyhave to be young – I have found that the grandparent-typefigure can work very well with primary school children.’Scheme organiser



Scheme organisers agree thatrecruitment is a difficult andresource-intensive process. Berealistic about what you can achievewithin any deadlines. Once youhave recruited people, however, youwill want to keep them. Spell out indetail the impact that withdrawingfrom a scheme mid-way will have interms of young people feeling letdown, and particularly youngpeople who have alreadyexperienced repeated adult absencethroughout their lives. It is betterthat people drop out in training,then you can be sure that thosewho remain involved understandclearly what they have agreed to doand are of the necessary quality.Developing regular communicationwith your role models and puttingthem in touch with other rolemodels can help to retain them.

Desired qualities

Based on the comments,discussions and feedback received

during the research for this study ithas become clear that role modelsneed a number of qualities to workclosely and effectively with youngpeople, hold their interest, earnrespect and encourage them tothink about SET careers.

AgeRole models of all ages have avaluable role to play. Younger rolemodels (around 30 or under) canhelp to dispel the stereotypicalimage of scientists and engineersheld by many young people. Youngpeople of secondary school age willidentify more readily with a rolemodel relatively close to them inage – and the role model’s morerecent experience of school willmean that he or she can identifywith some of the concerns thepupils may raise. For children ofprimary school age, this may be lessrelevant, since even relatively youngrole models will appear old to thisage group.

All teachers and schoolsupport staff must apply for‘disclosures’ from the CRB,and therefore the majority ofschools will request thatvisiting volunteers (includingSET practitioners or studentsvisiting as role models) havealso received a satisfactoryCRB disclosure.

Although CRB disclosures forvolunteers are free, in orderto access the disclosuresystem, voluntaryorganisations have either toregister with the CRBthemselves (incurring a one-off cost of £300, plus £5 foreach extra designatedcounter-signatory) in order tocountersign disclosureapplications, or access thesystem via an ‘umbrellabody’. However, because ofthe extra work andresponsibility involved in thisrole, there are not manyumbrella bodies in thevoluntary sector. SETNET is aregistered umbrella body andSETPOINTs can process CRBchecks for volunteers willingto become science andengineering ambassadors.Other scheme organisers arewelcome to speak to theirlocal SETPOINT or SETNET tosee how they may takeadvantage of this facility.

Details are available online(www.setnet.org.uk) or020 7636 7705. Moreinformation on CRBdisclosure is available(www.disclosure.gov.uk/index.asp)


‘We liked meeting the women – our teachers are men andthey probably don’t mean to but they make engineeringsound boring.’ Year 9 female pupil

Gender and ethnicityMeeting female role models is apositive experience for femalestudents, challenging the stereotypesthat they have of working in SET andopening their eyes to the possibilitiesavailable to them.

While this principle can also workfor schemes directed at a specificethnic group, ethnic matching ofrole models is difficult in diversecommunities. Don’t assume, forexample, that a scientist with anAsian background will be anappropriate model for youngpeople from a wide variety of ethnicbackgrounds. However, if you havea number of role models, make surethat they are of mixed gender andethnicity.

Where good potential role modelscome to light who, for reasons ofgender or ethnicity, are notappropriate for your particularscheme, ensure there is a way ofredirecting them to other schemeswhere their skills can be used.However do not get too hung upon trying to match the gender andethnicity of role models to particulargroups of pupils unless it isparticularly important to thepurpose of the event such as

encouraging girls to enter SET. Theenthusiasm and communicationskills of the role model are moreimportant.

Outside social pursuits and interestsResearch undertaken for the DTIGo For IT! poster campaign andpublished in the Get With It reportshowed that it was most importantfor girls that the role models wereseen to be real people, just like theyoung people they arecommunicating with.If your scheme uses the media toraise the profile of SET (e.g. postercampaigns or TV adverts), thinkabout including information on thesocial life of role models. This caninclude extra-curricular activitiesand interests such as sports andmusic that resonate with theinterests of young peoplethemselves. Ensure that role modelsfrom diverse backgrounds areincluded and that their socialpursuits and interests appeal toyoung people of all backgrounds.These ‘cool’ pursuits help to act as ahook for young people and showthat SET role models are ‘normal’and that SET careers are open toeveryone. Again, this can help tobreak down stereotypes.


If you have a group of rolemodels, whether in person atan event or in a photograph,make sure that they includeboth men and women andare of diverse ethnicity.


FORSCHEMEORGANISERS

‘If you have a group of people, that’s when it’s important tohave a mix of sexes and races – it’s awful if you see a bunchof white men.’ Year 13 Asian female student

‘Role models are not only great communicators andinteresting SET people, but it’s important that they haveinteresting hobbies and outside lives – so some arewindsurfers, rally drivers, are in a band.’ Main sponsor

Let’s Twist ran a one-dayevent involving female rolemodels who were involvedwith a local new-school build.During the morning the rolemodels worked with the girlson a number of exerciseslooking at plans of the site,discussing risk assessmentissues and how you plan aconstruction project. One ofthe role models was astructural engineer who haddrawn the plans for the newschool and another workedfor the building developers.In the afternoon the girlsvisited the actualconstruction site with therole models and saw how theplans were being used in theconstruction and thedifferent skills involved inbuilding a new school. Aswell as gaining anunderstanding of what therole models actually did, thefact that the building was anew school also helped thegirls to relate to the project.

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Routes into SETShow that there are various careerpathways into SET by having rolemodels who have not followed theconventional school/college/university route into SET sectoremployment. These might includemature students, people without aSET academic background, thosewho took Modern Apprenticeshipsand people taking foundationentry-level courses. As well asdemonstrating that there is morethan one way to get into SET, thisapproach might also mean youhave a wider age spread of rolemodels.

Communication and experienceRole models need to be able tocommunicate with young peoplefrom diverse backgrounds in arelaxed and informal manner,without using jargon or beingpatronising. Most important is agenuine enthusiasm for SET andSET-related careers. Training canhelp role models to ‘pitch’ to theright level for different age groups,but a degree of self-confidence andtenacity is required for what cansometimes be a demandingaudience. Younger role models maybe particularly nervous to start with.You need to think about the balancebetween the need for younger rolemodels and the role model’s

certainty and experience in his orher subject area and confidence indealing with young people.

Previous experience of being a rolemodel is not necessarily important.You will need to find out about thedepth of the role models’ experienceof SET and whether they haveworked with young people in thepast – for example running scouts orguides or volunteering for charity.

Positive communication andinterpersonal skills are not onlyimportant when dealing with youngpeople. Role models will be incontact with teachers and mayneed to raise awareness of SET ingeneral and enthuse teachers aboutSET careers. Ensure that your rolemodels have access to informationand literature they can pass on toteachers.

Training

Training needs will vary fromscheme to scheme. For example,role models supporting a schemethat extends over a term or moreneed to understand how to workclosely with teachers and how theirown work in a school relates to theNational Curriculum. For one-dayschemes, role models need tips onways to gain pupils’ interest from

It is as important to presentimages of ethnic minorityscientists to White students asit is to ethnic minoritystudents. When you aredeveloping materials alwaysinclude images of peoplefrom a diverse range ofbackgrounds. Help your rolemodels to engage anaudience that includes youngpeople from varyingbackgrounds by offeringexamples and materials thatshow ethnic minorityscientists and engineers atwork. Suggest they takealong photos of theircolleagues as well to showhow they work in teams withlots of different people.Consider collecting aportfolio of examples orillustrations of science fromaround the world.


‘The women seemed friendly. They were like teenagers andthey spoke to you on your level in a language you canunderstand. They made it interesting and explained itclearly.’ GCSE student

‘…the researcher was able to convey scientific concepts ineveryday language, and make them seem relevant to thepupils.’ Teacher

the start. However, there arecommon themes that you shouldconsider when training role modelsfor any kind of scheme.

Expectations of role modelsAn initial induction session shouldprovide:

· some background to the schemeand how it fits with any otherinitiatives going on in the localarea;

· what will be expected of the rolemodel;

· what the role model can expect toget out of the scheme.

The induction should be conductedon a face-to-face basis. It is a timewhen the ‘ground rules’ can be set;for example, role models can beassured that it is OK to say ‘no’ torequests. Using existing role modelsto carry out part of the training isvery effective, and allows newrecruits to ask questions aboutwhat it is really like.

If possible, repeat this exercise afterseveral months, so role models canupdate each other on their progressand build a consistent, collectiveunderstanding of their roles. Checkperiodically that role models are stillhappy to be involved.

Understanding the settings in whichthey will be workingWhen role models are going intoschools, it may be necessary toprovide them with a basicunderstanding of how schoolswork, the National Curriculum, andwhat can and cannot be done in

schools. Discuss this issue withteachers at the planning stage, sothat you can be sure you havecovered everything. It is importantthat role models understand thelevel of support they are likely toget from teachers and schools – inmany cases this will be limited.

Try to give your role models aworking understanding of the widercontext in which they will beoperating. For example, forschemes using local and nationalmedia, role models may need somebasic media training to help themto perform effectively whenappearing on a local radio or TVstation or being interviewed for anewspaper.

Diversity awarenessAll role models need to be sensitiveto working with young people froma range of ethnic minoritybackgrounds and not assume thateveryone has the same experiencesor values as themselves.Understanding the cultures of youngpeople and the influences on themat home can help role models tocommunicate with young people.Insight into the specific barriersfacing young people, for examplefrom Pakistani backgrounds, isimportant. Looking for examplesfrom overseas to illustrate points intalks and discussions can help bringcultural relevance to a talk.

Challenge role models’ ownperceptions of the roles of men andwomen and the images they havein their mind’s eye. Incorporate casestudies to stimulate discussion such


If there are several rolemodels, conduct initialtraining in a group so thatrole models can meet eachother, share concerns andpool thinking. Role modelsvalue such team-buildingopportunities, particularly ifthey do not meet each otherregularly during the life of ascheme.


Make sure that the rolemodels understand howschools operate today andhow science is taught. Forexample, they will quicklylose credibility with youngpeople if they talk aboutchoosing O-Level subjects ordo not understand what theNational Curriculum is. Therole models may also not beaware that all students nowstudy science to 16 and thatthere are many vocationalqualifications being offeredin schools, as well as the factthat much science educationfocuses on scientific literacyand debates about topicalissues.


FORSCHEMEORGANISERS



as the example in the DTI bookletDoes Sex Make a Difference? RefURN 04/501, available from the DTIorderline 0870 1502 500.

Presentation skillsMany role models will not haveworked with young people beforeand may be nervous. Basicpresentation and communicationskills will help them build theirconfidence. If possible, run briefrefresher courses during the scheme.

How role models come across toyoung people is of vital importance.A bad role model who puts youngpeople off SET is worse than no rolemodel at all. Think about whetherthe pupils they are working with willunderstand role models. How adeptare the role models at explainingrelevant concepts in astraightforward way? When rolemodels have a strong regional ornational accent, young children inparticular may have difficulty inunderstanding what they are saying.

Make sure your role models areaware of how peer pressure canwork (e.g. SET is ‘uncool’). Knowingwhere to go in case of disciplineissues is also important.

Challenge the beliefs andperceptions of male and female rolemodels about the contribution ofwomen and ethnic minorities to SET.

SETNET’s checklist for inductionbriefing of SEAs identifies keypoints that role models shouldunderstand before working withyoung people:

· the aims of the programme;

· how schools are structured andhow they work today – rolemodels do not need to beexperts, but familiarity with termssuch as Key Stage, GCSEs andNational Curriculum will behelpful;

· the constraints of the curriculumon schools’ activities andpriorities;

· the pressures upon teachers andthe importance of goodcommunication with them;

· their role in supporting, notreplacing, the teacher;

· how to behave with youngpeople – in particular maintainingappropriate distance and basicdos and don’ts;

· styles of learning, communicatingand listening;

· knowing always to work in sightof a teacher or other adult.

Ongoing support

Immediate activityTry to have an activity lined up forrole models to get involved inimmediately, so that you capturetheir initial enthusiasm and retaintheir interest. Some schemeorganisers wait until they have got

Existing organisations may beable to help with trainingrole models for your schemeand providing particularexpertise that you do nothave yourself. Try contactingyour local SETPOINT manager(www.setnet.org) orEducation and BusinessPartnership (www.nebpn.org).


Today it is more importantthan ever for scientists to beable to communicate theirwork in a way that is botheffective and comprehensibleto fellow scientists, the mediaand perhaps most importantlythe public. The Royal Society'sone-day media andcommunication trainingcourses, designed exclusivelyfor scientists and taught bycommunication professionals,aim to help maximise theseskills (www.royalsoc.ac.uk/mediatraining).


‘The training was more about the form than the content ofpresentations, although the trainers did go through certainactivities the ambassadors could use to bring into presenta-tions.’ Role model

an event coming up and thenrecruit role models specifically for it.It is also important that once rolemodels are involved, they feel theyare being used effectively and giventhe opportunity to get across vitalmessages to young people.

Small team supportMany scheme organisers find itsimpler to work with a small groupof active role models rather than alarger pool of people who getinvolved only occasionally. It iseasier to keep track of a small teamand build positive professionalrelationships than with a largerteam, and role models may feelmore supported, both from thescheme organiser and from otherrole models.

With a smaller team, it is also easierto check that role models are happywith their level of involvement andthe number of requests they arereceiving. However, by overusingrole models you risk losing themaltogether, so think carefully aboutthe number in the team, balancingmanageability and the amount oftime you can reasonably expect rolemodels to commit to the scheme.

New role models may need one-to-one support until they feelconfident. You may also have tointervene if the school orcommunity group reportsdifficulties.

Relationship with employersIf your role models are drawn frombusiness, as well as supportingthem as individuals you will need tothink about how to maintainpositive relations with theiremployers. This can be particularlyimportant when role models moveon. If you have a positiverelationship with a company, youare more likely to be able to find areplacement volunteer.

Feeling valuedRole models need to feel valued.There are many ways to achieve thisbut consider:

· written and verbal thanks aftereach event;

· social events bringing the rolemodels together;

· sharing evaluation feedback fromthe events;

· recognising that it is OK to beinvolved for a while and then stop.


In addition to any trainingthat you are able to offer therole models, there are anumber of other sources ofinformation, advice andguidance available:

(www.mentorplace.org/Strategies.htm) – IBM websitethat contains advice on beinga mentor, such ascommunication, activities tostimulate discussion withyour mentee and tips onbeing an e-mentor.

SETNET are happy to talk topeople regarding inductionand training requirements forvolunteers. Call 020 76367705 (www.setnet.org.uk).


FORSCHEMEORGANISERS

‘I really like the major support network, as role models inother schemes don’t have as much support andinteraction.’ Role model

‘If you are keen you find the time, and that is true in anyindustry. My company does not check up on me in themorning etc and this allows me more flexibility than if I wereon site – my company has been supportive of my role as it isrelated to the [engineering] industry.’ Role model



Incentives

If the time role models are spendingon the scheme increases, thinkcreatively about how you canaccommodate this within theexisting scheme structure. Will youneed more role models or can you

offer incentives to your existing poolto compensate them for theirgreater input? It is important toexplain any change in expectationsand negotiate any change in termsbefore introducing them.

‘I received a bouquet of flowers after [the event] and getinformal feedback from them which is always positive – theteam are lovely.’ Role model

‘I have involvement in other schemes and don’t get extratime for my involvement – I just do it as part of my job. IfRESPECT was three times a year then, with prep, you arelooking at an extra week’s work per year. Beyond once ortwice a year, you do need to start getting some kind ofcompensation for participation.’ Teacher

� What sort of scheme are youplanning and what expectationswill it place on role models?

� What existing schemes/socialnetworks can you look to, anddraw role models from?

� What recruitment methods areyou employing (do they attractdiverse audiences)?

� What kinds of qualities are youlooking for in role models?Consider:· enthusiasm for SET;· age;· gender;· ethnicity;· image;· routes into SET;· communication skills;· personality;· hobbies.

� Do all those involved share acommon understanding of whatthe role models will be doing?

� Do role models understand thesetting in which they areoperating (school, media)?

� Have role models receivedadequate training in workingwith young people from diversebackgrounds?

� Can positive social relations bemaintained with all role modelsacross the team (too many, toolittle)?

� Are you giving positive feedbackto role models after each event?

� Are you giving your role modelsongoing support and theopportunity to feed back anyproblems, formally or informally?

� Role model checklist

ACTIVITIES

The above comment captures themost important thing to bear inmind when considering what kindof activities to include on a SETscheme. Interesting, challengingand enjoyable activities can bringthe National Curriculum to life,open up new perspectives on thewider environment or raise newcareer options. The range ofpossible activities includesmentoring, e-mentoring, activitydays out of school, activity days inschool and ongoing clubs in andout of school.

In this chapter we look at the kindsof activities that capture interestand some practical issues toconsider when planning activities.These include:

· making activities as hands-on aspossible;

· linking activities to the real world;

· keeping the appeal broad –without forgetting who youraudience is;

· arousing interest before visits andmaintaining it afterwards;

· thinking about the practical issuesinvolved.

What captures interest?

Hands-on activities bring things tolife. They can introduce somethingnew or offer a new way of lookingat something familiar. Activitiesmight take the form of

investigations within the school orvisits to local factories or businesses,construction sites, university sciencedepartments or museums.

Out-of-school activitiesYoung people find it exciting totake part in activities away fromtheir school. Out-of-school activitieshave the advantage of introducingthem to a workplace or collegeenvironment and emphasising thereal-world relevance of problemsthey may have looked at in theclassroom. It may also allow pupilsfrom different schools to mix. Forschemes involving businesses,outside visits make more efficientuse of staff time than bringing thestaff into the school.

It is important that the employeesshowing the young people aroundare not seen simply as tour guidesbut are recognised as beingscientists or engineers themselves.

Older pupils may also be interestedto learn about issues facing realscientists, such as the difficultiesinvolved in securing funding andabout how to communicatescientific arguments and data.Visits to universities and collegesalso provide them with anopportunity to quiz students aboutlife in general and to see youngpeople from a range of ethnicbackgrounds attending universityor college.


Activities that work well arehands-on, have someelement of problem solvingand a connection with thereal world.


The Royal Society’sPartnership Grants schemeoffers funding for activitieslinking schools with scientistsand engineers. Grants of upto £2,500 are available toschools needing to pay thecosts of equipment, materials,travel and supply cover inorder to take part in excitingprojects. Find out more from(www.royalsoc.ac.uk/education/partnership.htm)or 020 7451 2561.

� Further Information FORSCHEMEORGANISERS

‘Think about how to incorporate science into fun, not how toincorporate fun into science.’ Year 13 female student

‘What works? Hands-on activities but not slapping a sciencelabel on it.’ Role model

The person organising a visitof primary school children toa SET company quickly foundout that she had made amistake in asking children tobring in a large man’s shirt touse as a mock lab-coat: thechildren wanted the realthing in order to pretend tobe ‘real scientists’.

?Case Study

ACTIVITIES


In-school activitiesActivities taking place in the schoolare enjoyed not only because of theactivities themselves but alsobecause the people presentingthem are not teachers! If rolemodels are coming to talk tostudents, they might bring withthem something that captures theinterests of students and helpsthem to explain their work. Forexample, one role model brought inwhat remains from sewage once ithas been treated. For activity-basedvisits, role models may be able tobring with them the resources forhands-on experiments anddemonstrations that are simply tooexpensive or exotic (or dangerous)for schools (especially primaryschools) to get hold of. Finishing avisit ‘with a bang’ can help it tostick in young people’s minds – forexample, a demonstration of theproperties of liquid nitrogen and itseffect on different materials.

On longer-running schemes, whereactivities need to tie in with theNational Curriculum, new ways oflooking at topics already coveredcan awaken interest.

Key points to remember

Wherever the scheme is offered,there are some important things tokeep in mind.

Keep the appeal broadMany young people can findscience and engineering dauntingor off-putting. By keeping theappeal broad you are more likely toinvolve these young people as wellas those who are already interested.It may not even be necessary to talkexplicitly about SET. Placingactivities within the context ofproblem solving and discovery –effectively turning the young peopleinto detectives – can help.

Not all careers in SET require highacademic achievement and there isa wide range of opportunitiesavailable. For example many youngpeople will not have thought aboutopportunities such as marketing orbeing a manager for an engineeringor technology company, or of howart and design might relate to SET.By providing a real context for SET,role models can help to open eyesto new potential futures for theyoung people they meet.

Visits to colleges anduniversities provide youngpeople with an opportunityto experience environmentsthat they feel might beintimidating. Visiting labswith role models – and justseeing the inside of auniversity – may help todispel this and encouragethem to pursue further study.


Interactive approaches workextremely well. Video,however, is seen as out-datedby many young people, andshould be used sparingly inconjunction with moreinteractive approaches.


‘The best thing for me was going round the college. Yougot to see what people were like and stuff and use theircanteen.’ Year 9 female pupil

‘They showed some things that were dangerous and not [for]our age group.’ Primary pupil

‘They bring a new perspective to the syllabus because theydon’t know it, so they show you a wider relevance.’Year 12 student

The Young Engineers Club atMiddleton Primary School inLeeds has used some realprojects such as a competitionsponsored by MFI to designthe furniture of the future tocapture the enthusiasm of theyoung people. The role modelworking with the club hasbeen able to challenge theyoung people to think abouthow their designs, such as awardrobe that willautomatically dress you, couldactually work and helps themto discover how this might bepossible.

?Case Study

Know your audienceWhile keeping the appeal broad,bear your audience in mind: a ‘one-model-fits-all’ approach is less likelyto work than one that focuses on theinterests of your audience. Forexample, if you are working in an all-girls school, you may more easilyarouse interest with activities thatconnect with their everyday lives andare carried out in a way that suitstheir learning styles. Womenengineers taking students round aconstruction site may help to breakdown stereotypes. Similarly, if you areworking with Black African or BlackCaribbean boys from an inner-citysecondary school, think about thekinds of activities that might awakentheir enthusiasm, such as the role ofengineering in the music industry.

Different audiences might requiredifferent approaches. Young BlackCaribbean students may feel thatteachers do not expect them tosucceed and are not interested intheir progress. A firmer approach candemonstrate that you are committedto their success. Think they canachieve and expect them to do so.

School building work might providean onsite opportunity to bringconstruction and engineering tolife. For example, a viewing panel

could be constructed, so pupils canfollow progress; in-class work couldbe linked to specific activities, suchas linking work on pneumatics todrilling.

If possible – and where appropriate– link activities to the day-to-daywork of role models. This can beharder where role models are, forexample, post-doctoral researchstudents working in highlyspecialised areas. However, if youngpeople can see that the type ofactivity in which they are involved isnot just a ‘school task’ and haswider application for the rolemodel, this can help them tounderstand its relevance.

Ensure that activities are inclusiveConsider how role models can beused in different parts of thecurriculum, such as: industrialheritage links to history; debates onGM foods and embryo testing tocitizenship; sustainable developmentto personal, social and healtheducation and so on. Think aboutwhat will appeal to the range ofyoung people and ensure thatactivities take account of the diverseethnic backgrounds and culturalinfluences of your audience. Broadenpost-event discussions to furtherconsider gender segregation in jobs.


Try to build feedback fromchildren and young peopleinto the process as a whole.This will help you to refineyour activities and approachas the scheme progresses andcan help with evaluation. Thefeebdback process can be afun activity in itself: usingcoloured cards or objects tovote with; or interacting witha web-based survey.


A one-day scheme to increasegirls’ interest in scienceinvolved them carrying out aninvestigation into shampoo,following which they knew allthe different pH values of theproducts involved. Theyrelated this to advertisingclaims and clearly enjoyedbeing able to bring a moreinformed perspective to whatthey were being sold. Thisprovides a good example ofhow activities can relate to theexisting interests of specificgroups of young people – inthis case, teenage girls.

?Case Study

FORSCHEMEORGANISERS

‘Don’t put the technology bit up front – in the session weget the girls involved in things like algorithms but it is neverexplicit.’ Scheme organiser

‘Teachers at the scheme are a little stricter. At school, you canget away with teachers not bothering you if you don’t sayanything – at the scheme they take more of an interest.’Black Caribbean secondary school pupil

The DfES publishes advice onhealth and safety duringeducational visits(www.teachernet.gov.uk/wholeschool/healthandsafety).


ACTIVITIES


Organising your activitiesGiving all those involved anopportunity to ‘have a go’ isimportant. This means splittingclasses or larger groups into smallerunits. Each group will need supportfrom an adult, so make sure thereare enough role models.

Develop pre- and post-visitactivities. Teachers will welcomeideas or lesson plans that supportactivities and help them to build onthe benefits of your scheme.

For ongoing activities such as after-school clubs, develop ongoingprojects to retain interest over time.There may be competitions runningwhich people taking part in yourscheme can enter. Provide teacherswith information on these, wherepossible.

Practical considerations

As well as the actual activities, thinkabout:

· what materials are allowed inschools;

· health and safety and insurance –ensure that young people andothers will be covered whenonsite and that they are briefedabout safety;

· let teachers know if the pupils arelikely to require special clothing orshoes when they go on site visits.

Supporting media

Some schemes make considerableuse of supporting media such as theinternet, posters or videos. Keypoints to bear in mind here include:

· use ‘real’ people in posters orother written material – forexample, use direct speech,provide names and occupationsand make sure they are engagedin an activity;

· ensure that the images usedinclude men and women from arange of ethnic backgrounds;

· scheme websites can be a focalpoint for sharing good practiceand a useful gateway forteachers. They can be particularlyimportant for schools in ruralareas. The internet can provide auseful and familiar tool for youngpeople to undertake their owninvestigations in connection witha particular scheme or role modelvisit. However, be mindful ofinternet safety and parentalpermissions when putting photosof young people on websites;

· current debates in the media canbe used to help young peopledevelop a more critical approachto press coverage of scientificissues.

Try to develop activities thatproduce something pupilscan take home with them.This can help to get parentsinvolved and supporting theirchild’s enthusiasm. If this isnot possible, can you helpschools cover the cost oftaking photographs of pupilsinvolved in activities anddisplaying these at parents’evenings?


For cross-curricular activitiesmake sure all relevant staffwithin any school-basedschemes are informed andinvolved where possible.


Connect activities to thewider world of young peopleby linking them to realdebates in which they arelikely to be interested, forexample, GM foods, or thesexual selection of embryos.You can also relate activitiesto TV programmes, toproducts, technologies oractivities that young peopleare likely to be familiar withor enjoy (e.g. mobile phones,computers, music) or to thelocal area, e.g. specificenvironments or industries.Visit the Royal Society’swebsite for background ontopical issues for discussion(www.royalsoc.ac.uk).


‘Think about what the kids watch on TV – look at the wholething from their perspective.’Year 13 Black Caribbean Secondary student


Think about how you canintroduce a diversitydimension into youractivities. For example youcould devise an activity thatlooks at the sources of foodand their country of origin orone that compares thenutritional value of a sweetpotato to an ordinary potato.


The Qualifications andCurriculum Authority websitehas some resources producedby the Association of ScienceEducation that gives someexamples of ethnicallyrelevant activities and topicsfor discussion in sciencelessons (www.qca.org.uk/ages3-14/inclusion/1594.html).


FORSCHEMEORGANISERS

Role models can provideadditional capacity for in-school or community events,allowing you to reach largernumbers or run morecomplex or interestingactivities. Role models willoften be happy to visitschools and run eventswithout the directinvolvement of the schemeorganisers – most schemeswork on this premise. Theseevents are most effective ifactivities are designed inadvance and role models arebriefed and given anymaterials needed.


� Is the main focus on activities?

� Do you need equipment ormaterials – and who is supplyingthese?

� Are teachers sufficiently familiarwith the concepts (for teacher-delivered schemes)?

� How does your scheme relate tothe ‘real world’?

� Do the activities relate to non-science curriculum subjects?

� Do the activities specifically relateto diverse cultures?

� Can you get support from orwork in partnership with localorganisations (e.g. businesses,schools, colleges, universities)?

� Have you prepared pre- andpost-visit activities?

� Are there any competitionsrunning that your scheme canenter?

� Have you considered thepracticalities?

� Have you thought about howyou can involve parents?

� Activities checklist

WORKING WITH SCHOOLS


Different schools have differentneeds; think about the benefit anyparticular school might derive frombeing involved in a role modelprogramme. Be realistic about whatschools are capable of; many, if notmost, will have limited funds andtime to dedicate to schemes. Yourapproach to schools will also varydepending on the type of schemeyou are planning – e.g. is it ongoingor based around single visits?

In this chapter we look at some ofthe factors you will need toconsider when working withschools and teachers. This includes:

· planning a school-friendly scheme;

· how to promote your scheme toschools;

· planning for different types ofscheme;

· things to think about while thescheme is running.

Planning a school-friendlyscheme

Your scheme needs to fit in with therealities of everyday school life andbe sufficiently flexible to allow rolemodels to promote SET in aninteresting and engaging manner.How you do this will depend tosome extent on the type of schemeand the particular school. Wherepossible, involve teachers from theearliest stages of planning ascheme, so they can flag up at anearly stage things that might lead todifficulties in running theprogramme in the classroom.

You also need to consideradministrative issues, in particular

health and safety and childprotection. There are restrictions onthe materials that can be taken intoschools, so you will need to beaware of these. You will also needto make sure that role models havebeen checked by the CRB.

The most crucial element to bear inmind when working with teachersis the balance between therequirements of the scheme andteachers’ other responsibilities.Teachers need to feel that thebenefits of the scheme outweighthe time and effort involved intaking part. You will need to thinkabout:

· whether teachers will require anytraining to deliver the scheme –and how much time this is likelyto take;

· if teachers are to deliver thescheme, those with a non-sciencebackground need to haveconfidence in their ability to do so;

· the costs to the school ofinvolvement in the scheme;

· whether you can offer the schoolany additional support – forexample, sessions on INSET days;

· how your role models will workwith the school and individualteachers;

· whether and how your schemefits with the National Curriculum– this might include subjects otherthan science;

· whether you can provide lessonideas or lesson plans to supportthe scheme or help teacherscontinue work after it has finished;

· how to follow through on thework of role models once theyhave left the school.

If your scheme is going to beworking with Muslim girls, besensitive to parents’ concerns.Reassure the school andparents that the girls will onlywork directly with female rolemodels. Be similarly sensitivewhere boys are concerned.


The Birmingham IshangoScience Club(www.ishangohouse.com/IshangoScienceClubs.html)works with African-Caribbeanyoung people and pridesitself on placing parentalinvolvement at the heart ofthe scheme to ensure thatthe positive messages withregard to SET are notnegated at home. As part ofthis involvement someparents were recruited toconduct lessons during BlackHistory Month.

?Case Study

The School Science Service(CLEAPSS) provides advice tosubscribers on health andsafety, including: riskassessment; sources and useof chemicals, living organismsand equipment; advice ontechnicians and their jobs;and lab design and fittings(www.cleapss.org.uk).


Promoting your scheme toschools

Your initial approach to a schoolshould take into account its specificsituation: for example, did it get apoor OFSTED report for its scienceteaching, or does it have specialistscience status? What are theschool’s development priorities?What is the profile of its pupils?Understanding a school can helpyou to ‘sell’ your scheme and mayalso save time that would otherwisebe spent approaching schools forwhich your scheme is not suited.You may of course wish to design ascheme around the needs of aparticular school.

Understanding the benefits toschools and individual teachers ofbeing involved in a SET scheme canalso help you to promote it. Thesebenefits might include:

· Continuing professionaldevelopment (CPD) – for example,teachers may work with differentyear groups while delivering ascheme, or widen theirknowledge of SET and SET-relatedcareers. You should consider CPDin relation to the whole schooland not just the teachers who aredirectly involved. This will help thescheme to continue if a particularteacher leaves the school, andwiden its impact.

· Challenging stereotypes – involvingteachers with SET schemes mayhelp to challenge some of theirown assumptions about scientistsand engineers and raise theirawareness of SET career options.This is important, since teachers

can have a considerable influenceon pupils’ enthusiasm for SET andtheir ultimate career choice.

· Enhancing materials – role modelscan provide input into lesson plansand other materials, perhapsupdating them or providing real-lifeexamples to bring them to life. Inparticular those from ethnicminority backgrounds can helpteachers with ideas for ensuringthat lesson activities appeal topupils from a diverse range ofbackgrounds.

Promoting your scheme toparents

You should also consider whether itis possible to include parents in thescheme. This can be a useful way ofbringing parents up to date withSET and helping to ensure that theirviews do not undermine the workyour scheme is doing. Involvingparents could be done very simply,by writing them a letter to explainwhat you are doing and why. Othersuggestions are more time-consuming (for you and forteachers), such as holding a sessionfor parents while the scheme isrunning to talk about the activitiestheir child is involved in – andperhaps getting them to do someof the activities themselves! In somecases it may be possible to involveparents in the scheme itself as rolemodels or additional helpers.

Planning for differentschemes

Ongoing schemesSchemes in which a role model visitsa school on a regular basis will


FORSCHEMEORGANISERS

All teachers and schoolsupport staff must apply for‘disclosures’ from the CRB,and therefore the majority ofschools will request thatvisiting volunteers (includingSET practitioners or studentsvisiting as role models) havealso received a satisfactoryCRB disclosure.

Although CRB disclosures forvolunteers are free, in orderto access the disclosuresystem, voluntaryorganisations have either toregister with the CRBthemselves (incurring a one-off cost of £300, plus £5 foreach extra designatedcounter-signatory) in order tocountersign disclosureapplications, or access thesystem via an ‘umbrellabody’. However, because ofthe extra work andresponsibility involved in thisrole, there are not manyumbrella bodies in thevoluntary sector. SETNET is aregistered umbrella body andSETPOINTs can process CRBchecks for volunteers willingto become science andengineering ambassadors.Other scheme organisers arewelcome to speak to theirlocal SETPOINT or SETNET tosee how they may takeadvantage of this facility.

Details are available online(www.setnet.org.uk) or020 7636 7705. For moreinformation on CRBdisclosure in general visit(www.disclosure.gov.uk/index.asp).


WORKING WITH SCHOOLS


require more forward planning andorganisation than those involvingone-off visits. You will need toensure that teachers and rolemodels share an understanding ofeach other’s roles. For example, isthe volunteer simply an additionalteaching resource, helping to deliverthe curriculum, or is he or she thereto widen pupils’ understanding ofSET and talk about the practicalitiesof a career in SET?

Role models may be nervous initiallyand know very little about howschools work, so it may take them afew visits to settle in. Teachers andschools should be aware of this, asthey may need to provide themwith additional support in the earlystages.

Where equipment and materials arerequired, be clear about who isresponsible for providing these. If itis the responsibility of the school,you might try to find out if there arelocal sources of support on which aschool can call. For example, wherea scheme is running in a primaryschool, a neighbouring secondaryschool may be able to providelaboratory space on the oddoccasion. The more organising youcan do on behalf of a school andthe more you can reduce theircosts, the better.

Day visit schemesWhere role models are in a schoolfor a whole or part of a day only,there are fewer things to consider.

However, in some ways,responsibility for gaining themaximum benefit for pupils may fallmore on the teacher than it doesfor longer-term schemes. Forexample, teachers will need to keepthe activities carried out with rolemodels fresh in pupils’ minds andemphasise the relationship betweentheir day-to-day classroom workand any investigations they carriedout with role models. Considerwhat support you can provide tohelp teachers. For example, can youprovide lesson plans or ideas thatplace activities and investigationsdone on the visit within the contextof the National Curriculum?

Out-of-school tripsIf your scheme involves school tripsto local sites or businesses, considerthe impact of this on the school.This includes thinking abouttransport, supply teacher cover, riskassessments, insurance cover andhealth and safety. Will you expectthe school to cover the costs ofthese or can you or the companyyou are visiting help?

Working with community groupsDevelop strong relationships withany local community groups thatyou wish to target, such as thosefrom ethnic minority communities.Avoid only brief contact with them.Find out who they are and whatprogrammes and activities they run.You can then work towardsbuilding SET-related activities intotheir programmes.

The African-CaribbeanNetwork for Science andTechnology in running rolemodel programmes forMuslim young people alwaysconsults with the parents,particularly if activities aretaking place outside school.They find that the support ofparents in this regard is reallycrucial, and that it isimportant to take intoaccount the sensitivities ofsome parents, with particularregard to girls. In some cases,where they have had girls andboys together, in response tothe feedback from parents,they have had the girlsinteracting with female rolemodels only, and the boyswith male role models only. Insome cases they have also rungirls-only or boys-onlyprogrammes with same-gender role models. In theirexperience, as long as you areprepared to be flexible,responsive and sensitive to theconcerns of parents, thereshould be no difficulties insuccessfully supportingMuslim young people in SET-related role model activities.

?Case Study

‘At first, we felt as though we were doing the role models afavour.’ Teacher, primary school

Let’s Twist has found thatencouraging teachers to holda debrief discussion with orwithout the role model aftera site visit can reinforcepositive points and also helpto highlight and address anynegative experiences.

?Case Study

Things to consider whilethe scheme is running

Where schemes involve a rolemodel visiting a school for a longerperiod, think about how yousupport the school and deal withany problems that might arise. Youmight plan formal feedbacksessions at regular intervals or callthe relevant teacher to haveinformal chats. Discuss thefeedback process at the planningstage, including whether the role

model will be involved in thesesessions or not and what processesare in place for the teachers androle models to feed back to eachother.

It is also a good idea to have aprocess in place for resolving anyproblems that arise while thescheme is running; again, it is bestto discuss this with teachers at theplanning stage.


Provide teachers with somebackground information onthe role model. This mightinclude details of anyprevious experience ofschools or working withchildren and young people,as well as something aboutthe job that the role modeldoes. Submitting a simple CVand job description could bepart of the recruitmentprocess, giving you readilyavailable information for thispurpose.


FORSCHEMEORGANISERS

� Are schools, teachers and rolemodels in agreement about theobjectives of the scheme andhow it will operate?

� Are teachers and role modelsclear about their respectiveresponsibilities to the scheme?

� Can you provide support toteachers from a non-sciencebackground?

� Can you offer continuing

professional development to theschool, including its governors?

� Can you provide lesson plans orideas to help teachers continuethe scheme?

� Have you checked theadministrative details – healthand safety, child protection?

� Do teachers have an opportunityto feed back to you on how theyfeel the scheme is running?

� Scheme organisers’ checklist

WORKING WITH BUSINESS PARTNERS


The chapter on communicationmentions the importance ofeveryone involved being clear aboutthe objectives of the scheme andwhat is expected of them. Thisincludes any business partners whomight be involved in the schemethrough providing role models,funding or onsite visits. This chapterlooks at some of the benefits tobusinesses of supporting SET rolemodel schemes, the issues you willneed to consider and whatinformation businesses might need.

Good practice

Explaining the schemeIn initial discussions with businesses,make sure that there is mutualunderstanding and agreement onthe following issues:

· the objectives of the scheme;

· the age group(s) the scheme isaimed at;

· the way the scheme works inschools;

· the purpose of involving business;

· the timing of the visit or otheractivities;

· any materials required during thevisit to a business or site and whois to supply them;

· the role of the businessrepresentative (e.g. Do they seethemselves as role models? Whatdo they understand by that?);

· health and safety, insurance andrisk assessment issues.

Making the business case

Getting involved in SET role modelprogrammes can bring a range ofbenefits to businesses.Understanding these and being ableto explain how they relate to aparticular business may make thedifference between gaining andlosing support for your scheme.

There are three strands to thebusiness case. Being involved in aSET role model scheme can help tobuild a company’s reputation –something to which companies arepaying greater and greater attention.It can also play a role in staff trainingand development. Finally, it mayhave long-term benefits inrecruitment and staff retention.

ReputationCorporate social responsibility andcommunity involvement play anincreasingly important role inhelping companies to build andmaintain a good reputation.Supporting the local communitymay also be a condition underwhich planning applications fornew developments are granted.Participating in a SET scheme canenhance a company’s reputation in arange of ways. Within the company,employees (who may well be theparents of local children) are likely totake a positive view of itsinvolvement in a scheme. Theattitudes of the community towardsa business may be improved: people

‘The children get a better impression of industry… they get amodern view. These schemes can improve relations with thelocal community and give a business a better reputation.’Scheme organiser

may have an out-dated view offactories, for example, or notunderstand the skills required by itsworkforce. One company involved ina scheme in the north of the countrywon an award recognising itscontribution to the local community.

Staff training and developmentStaff within a company taking part ina SET scheme may need to havesome training as part of theirinvolvement. Typically, this will be incommunication and presentationskills. They may need to be able toexplain complex processes to primaryschool children, for example, and torelate their work within the companyto work done on a smaller scalewithin the classroom.

Long-term benefits in recruitmentand retentionIt is difficult to measure the preciseimpact of a scheme on recruitmentand retention, but anecdotalevidence suggests three possibleways in which involvement in a SETscheme might benefit a company.

· Pupils who gain a positive view ofSET, and a greater understandingof its role in different industries andof the variety of SET careers, maybe more likely to pursue science toa higher level in school and on to

university. Pupils who have had avisit from a role model working fora particular company may wellremember that company in lateryears, when looking for a jobthemselves.

· Getting involved with the localcommunity can make peoplewithin the area look morefavourably on a company and bemore likely to consider it as apossible employer.

· Involvement in a SET scheme canincrease employees’ morale, whichmay have a positive effect on staffretention.

Useful information for businesspartnersThe businesses you are workingwith may have little knowledge ofhow schools work, and it will helpthem if you can provide them withsome details. These could includesuch things as:

· how they can find out the termdates of schools in their localarea;

· key aspects of the NationalCurriculum that the target agegroup is following, including theconcepts the pupils are likely tobe familiar with;

· school jargon – e.g. Key Stages,SATS etc.


FORSCHEMEORGANISERS

‘The children did pre- and post-visit drawings of a scientistand a factory. You could see from these that their views hadchanged. In the pre-visit drawings the factories were dirty,with lots of smoke and pollution. But after they were cleanand modern-looking.’ Teacher

WORKING WITH BUSINESS PARTNERS


� Does the business involvedunderstand the objectives of thescheme?

� Are your business contacts clearabout their own responsibilitiesas partners in the scheme?

� Are your business contacts actingas role models or as guides on asite tour?

� Have you briefed those involvedwith site visits on the concepts

and language familiar to thepupils?

� Do those running the site visitshave the appropriatecommunication skills for the agerange of pupils?

� Have you considered health andsafety, insurance cover and riskassessment?

� The business case checklist

FOR ROLEMODELS


BECOMING A ROLE MODEL


Being a role model is extremelyrewarding. You can make a genuinedifference to the way young peoplethink about science, engineeringand technology. You can help tochange the ‘wild hair, white coatsand glasses’ image of scientists thatyoung people often have, and makescience seem relevant to them. Thisis particularly important inincreasing the number of womenand people from ethnic minoritybackgrounds who go into scienceand engineering.

You can also gain valuable skills –for example, in communication andpresentation. In this chapter welook at some of the things you willneed to think about beforebecoming a role model and duringthe time you support a scheme.

These include:

· the reasons you want to getinvolved in a scheme and yourexpectations of the experience;

· your experience of working withchildren and young people;

· the amount of time you have togive to a scheme;

· the level and nature of supportthe scheme will provide;

· your expectations of the scheme(e.g. payment, other incentives);

· whether you will need permissionfrom your employer to take part.

Being clear about theobjectives of the scheme

Make sure you are clear about theobjectives of the scheme that youare getting involved with and that itmatches any particular interests thatyou have. Some possible schemeobjectives are to:

· interest young people from ethnicminority backgrounds in SET andencourage them to pursue acareer in this field;

· show girls that traditionally malesectors such as engineering andconstruction actively welcomewomen as well;

· attract more able young peopleinto SET degrees or other SETcourses;

· capture the interest of youngchildren in science and engineeringso that they may consider it in apositive light.

Why are you gettinginvolved?

Think carefully about why you’regetting involved before you sign up toa scheme. Young people say theyvalue role models who have a passionfor their subject and bring theirexperience of the real world to life.Being a role model can be good foryour CV, but it should not be the onlyreason to get involved. You will needgenuine enthusiasm for working withchildren and young people and forintroducing them to SET.

Prepare yourself for theawkward questions that youare likely to be asked. Forexample ‘How much do youearn?’ is a common one. Youcould respond with: ‘Well, ifyou were to start at a juniorlevel you might be on… thenyou could expect to earn…It’s a well-paid careercompared to….’ You canalways bounce the questionback: ‘What do you think Ishould be earning?’


‘He made science seem real, it wasn’t just stuff written onthe board that you didn’t quite understand, but he did theexperiments with you, and used lots of similes to make itfun and compare it to everyday situations.’Year 6 Primary pupil

If you are particularlyinterested in working withyoung Black people toencourage them into SET thenyou could contact the African-Caribbean Network for Scienceand Technology(www.ishangohouse.com) tosee how you might getinvolved.


If you are particularlyinterested in working withgirls to help get more womeninto SET then you couldcontact the UK ResourceCentre for Women in Science,Engineering and Technology,helpline: 01274 436 485(www.setwomenresource.org.uk) or the WISE campaign(www.wisecampaign.org.uk).



FORROLE

MODELS

What are yourexpectations?

Making sure that your expectationsmatch what the scheme will requireof you will help to make things runmore smoothly. For example, areyou expecting training? How muchongoing support will you need?How much time will you have todedicate to the scheme? If youthink you need two weeks oftraining and weekly feedbackmeetings but are planning to getinvolved with a small local scheme,it might be wise to review theseexpectations – or perhaps look for adifferent scheme.

Also think about the young peopleyou will work with and whatexpectations you have of thosefrom different age groups, and ofdifferent gender and ethnicity. Doyou know what their level ofknowledge will be? How are youexpecting them to behave? Whatsort of questions will they ask? Beprepared: their questions may notall be about SET. Young people mayask you about your family, yourhobbies, your relationships, socialactivities, work environment, the caryou drive, etc. How comfortable willyou be responding to these morepersonal questions?

Thinking about time is particularlyimportant: if the scheme is ongoingand you are expected to go into a

school once a week for a wholeterm, not showing up willdisappoint your audience andcreate difficulties for teachers.

What can you bring to thescheme?

Think of all the things that you canbring to the scheme – these arewhy role models are such an asset!For example:

· previous experience – tell peoplewhat it was like being at collegeor university as well as aboutwhat you do now;

· your own personal qualities –enthusiasm for what you do isvital;

· resources – maybe your companycould provide some resources foractivities or prizes forcompetitions;

· additional recruits – see if otherpeople you work or study withwould be interested in gettinginvolved.

These factors can be important inhelping scheme organisers makethe most appropriate use of yourskills and interests.

If you’re in business, think aboutwhat your company can offer to thescheme. This might simply be time –e.g. time off for training for thescheme or for going into schools.

Some young people are moreinterested in status, some inmoney and others in neither.But they will be interested inyou, what you findinteresting about your joband what you have achievedthrough it. Don’t wait to beasked these kinds ofquestions – make them a partof any talk you give.


Show you work withdifferent people. It’steamwork. Take alongpictures of colleagues ofdifferent ethnic backgrounds(even if they are fromdifferent departments). Askyour scheme organiser ifthere are images that you canuse, if you don’t have them.


Be realistic about the timeyou have available, and donot over-promise: it is betterto do a little well than raisethe expectations of theyoung people and then failto deliver. If you are going tobe unavailable for chunks ofthe year – on field trips forexample – warn the schemeorganiser at an early stage.


‘You need to juggle your own time – I don’t usually workFridays but I did last week so it enabled me to take themorning off work and come here.’ Role model

‘We’ve had some people who were stern – you need to beable to crack a joke.’ A-Level student




It could also be access to materialsor an opportunity to take youngpeople on a tour of your businesssite. If you’re at university orcollege, can you take them into thelabs? The scheme organiser, whowill also be responsible for healthand safety, insurance cover and riskassessments, will probably haveconsidered these things, but dothink about whether you can offeranything extra.

What will you need to askthe scheme organiser?

Before your first meeting with ascheme organiser, jot down a list ofquestions. This will help to makesure that your own expectations arein line with what the scheme isasking of you. We have provided asample list in resource 3.

If you’re joining an establishedscheme, find out if there are anyrole models you can talk to beforeyou start, so you can get some hintsand tips from them. Ask them, andthe scheme organiser, howsuccessful the scheme is. They

might have some evaluationinformation you can look at.On some schemes you might beinvolved in different activities withdifferent groups of young people.Make sure you’re clear about:

· what activities you are expectedto undertake with the youngpeople (sometimes schemeorganisers or the school will havea clear idea about this butsometimes they will be expectingyou to come up with the ideas!);

· who is responsible for supplyingand transporting any equipmentneeded;

· when and where you need to be,and if there is any set-up timeneeded;

· whether you need to talk directlyto anybody in advance of theevent;

· who you should contact on theday if you are unable to attend orare running late, and how youshould contact them;

· whether you’re working alone orwith other role models or peopleinvolved with the scheme.

Young people tell us they liketheir role models to beenthusiastic, casually dressedand patient. The mostimportant thing is to beyourself: young people cantell if you are genuinelypassionate about your subjectand about sharing yourpassion with them. They’ll loseinterest quickly if they thinkyou’re ‘putting on an act’.

If you’re running activities onyour own, ask the schemeorganiser to put you in touchwith other role modelsinvolved in the scheme – youcan share ideas and help eachother solve problems.


‘The women seemed friendly. They were like teenagers andthey spoke to you on your level in a language you canunderstand. They made it interesting and explained itclearly.’ GCSE student

‘I would have liked them to have come for the whole weekand not just three days.’ Primary school pupil

SETNET has a newsletter calledSETPIECE, produced threetimes a year. It contains: write-ups of the activities that itsscience and engineeringambassadors have beenundertaking, with photos ofyoung people and role modelsin action; invitations for othersto get involved in specificevents; and reports frompartner organisations. Some ofthe regional SETPOINTs alsoproduce their ownnewsletters. You can viewprevious newsletters(www.setnet.org.uk).

?Case Study


ONGOING COMMUNICATION


FORROLE

MODELS

When you are involved in anongoing scheme you will probablyget some form of regular contactfrom the scheme organiser. Thiscould be a newsletter, email ortelephone call. Make sure you knowwho to contact to give yourfeedback or to ask for advice.

It’s important to recognise whenyou have had enough: this canhappen if you are repeating thesame activities in different schoolsover a long period. If you findyou’re getting bored, talk to thescheme organiser. There might beother ways you can support thescheme.

Preparing for your visit

If you are part of a wider scheme,your scheme organiser will be ableto help you prepare. You might bepreparing for a visit to a school inan independent capacity and not aspart of a formal scheme, in whichcase some of the earlier sectionsmight be useful to you. Visit someof the websites listed at the back ofthis guide in the resource section, orgo on-line and think about you,your job and your life, the schooland the people you will be meetingand speaking with and considerwhat messages you want to getover. Do ensure you are up to datewith things like GCSEs and termslike the National Curriculum.

Read the sections about defining arole model scheme and ensure thatyou and the contact person at the

school have agreed the objectives ofthe visit and who the main audiencewill be.

Visit the websites of the learnedsocieties and gather some careersmaterials together to give to theteacher, if not enough for eachpupil.

Consider the following points anddraft out answers:

· I am a….. and I do ……

· Consider your work and your out-of-work roles, talk about whatyou do and what you enjoy.

·What is a typical day like?

·What do you look like and whatimpression do you want toconvey?

·What level do you need to talk to– infant, primary or secondary?Consider the interests of thisgroup and avoid stereotypes.

· Think of examples that will bemeaningful to your audience. Canyou relate your example to a filmtargeted at this age group, forexample Brother Bear or FindingNemo?

·What is fun/hard/easy/rewardingin your job?

· Do you have a family?

· Do you go out?

·What is it like being you?

·What made you decide to do thethings you did? Don’t be afraid tosay it was an accident!

Be careful about stereotyping jobsand roles through what you say andhow you respond to questions.



Evaluation

Most schemes will want to carry outsome kind of evaluation to seewhether the scheme is meeting itsobjectives. This might involve askingyou to give feedback about thereaction of the young people to you

and the activities you are doing. Beas open and honest as you can.

Some schemes organise get-togethers for the role models sothat you can discuss yourexperiences with each other andwith organisers.

Ask the scheme organiser ifyou can see feedback fromother role models to compareto your experience. You maywell find that something youhave been worrying about isvery common. The schemeorganiser can also put you intouch with other role modelsso that you can discuss yourexperiences.


Around six months afterjoining the NOISE scheme(www.noisenet.ws) the rolemodels spend a day with thescheme organisers givingfeedback on what has workedand what has not worked sowell. As the role models arespread throughout the UK,this also gives them thechance to swap experiencesand share good practice withone another.

?Case Study

The Royal Society’sPartnership Grants schemeoffers funding for activitieslinking schools with scientistsand engineers. Grants of upto £2,500 are available toschools needing to pay thecosts of equipment, materials,travel and supply cover inorder to take part in excitingprojects. Find out more online(www.royalsoc.ac.uk/education/partnership.htm) orcall 020 7451 2561.


45

FOR SCHOOLSAND TEACHERS



INVOLVING ROLE MODELSEFFECTIVELY

This section may also be useful forcommunity groups wishing to getinvolved in SET role modelschemes.

Schools that get involved with SETschemes see a range of benefits. Anew face in the classroom awakenspupils’ interest. Teachers candevelop their skills and keep up todate with the latest research or SETbusiness applications. Primaryschools can get access to resourcesthat wouldn’t otherwise beavailable, including support fromneighbouring secondary schools.Many teachers say that behaviouraldifficulties are reduced when rolemodels are in the school.

Scheme organisers will probablyhave worked with teachers at theplanning stage and understand theimportance of hands-on, funactivities – especially for schemesaimed at younger children.However well planned a scheme is,you will be integral to its success inyour school. In this chapter we lookat some of the ways in which youcan support a scheme taking placein your school. This includes:

· clarifying expectations;

· supporting activities;

· letting role models know key factsabout your school;

· engaging in ongoingcommunication.

Getting involved

Good communication with thescheme organiser and the rolemodels will help enormously inensuring that the scheme works welland that unexpected surprises arekept to a minimum. You need to beclear about what is expected of youand your school and what supportthe scheme will offer to you.

Make sure scheme organisers havea broad profile of your schoolintake, including its ethnic mix, andthat role models are aware of theages and abilities of the childrenthey will be working with. If severalrole models are coming into yourschool, check with the schemeorganiser that they will not all beWhite men but will include womenand those from different ethnicbackgrounds. Scheme organiserswill also need to know how manychildren will be present, so that theycan be sure of having enough rolemodels for small-group work.

Do make sure that you are inagreement with the schemeorganiser on key issues. We haveprovided a checklist in resource 4 atthe back of this guide.

It is important to be clearabout what your school orcommunity group is able toprovide and what you needthe scheme or role model toprovide.


‘Our teachers get a lot out ofit – for example, it gives theclass teacher an opportunityto get out of her receptionclass to teach other groups, sothat helps her professionaldevelopment. The pupils getan opportunity to do thingsthey would not otherwise do.Our local secondary schoolsent in technical laboratoryequipment and some teacherstoo. The pupils liked meetingthe new people. Generally, itgives science a higher profilewithin the school and a lot ofit is relevant to the wholecurriculum, not just science.The children can transfer theirknowledge into other areas.’(Primary school teacher)

?Case Study

‘He [role model] made it real – before it was just writingstuff.’ Year 6 female pupil

‘It’s much easier to promote a subject when you’ve seenpeople enjoying it.’ Teacher



FORSCHOOLS

ANDTEACHERS

Supporting activities

The activities that work best involvean element of problem solving andlook at topics in a way that showsthem in a new light. Most of all,however, they need to be fun.

Wherever the scheme is offered,there are some key things to keepin mind:

Think about pre- and post-visitactivities. Depending on thescheme, you may be able to accesssupporting resources that will helpyou to continue looking at some ofthe themes covered in activities.These resources might include:

· ideas for lessons, or lesson plansto use either before or afterspecific activities;

· help from role models in ensuringthat follow-on lessons reflectdiversity issues;

· access to role models outside thespecific scheme activities;

· supporting notes or other material.

Posters or other information aboutreal scientists can be used assupporting materials for schemes.Make sure you think about thegender and ethnicity of the peoplein any images you are using; not allscientists are White men!

If you’re in a primary school, arethere neighbouring secondaryschools with science resources youcan access?

Are there any competitions runningthat your school can enter, usingthe skills developed by studentsthrough a role model scheme?Could the pupils start up a mini-business? Look at national activitiesand events too. Can you link in thescheme with Black History Month,National Science Week or the RoyalSociety Summer Science Exhibition?

Are there any websites relating tothe scheme that pupils can use?These might provide games, ideasfor how to develop activities oradditional resources for teachers.

Think about how you canintroduce a diversitydimension into youractivities. For example youcould devise an activity thatlooks at the sources of foodand their country of origin orone that compares thenutritional value of a sweetpotato to an ordinary potato.

Think about how the rolemodel scheme relates toother areas of the curriculum.Many of the activities offeredby SET role model schemescan be presented in othercontexts: for example, youcould look at soundengineering in a music lessonor the chemistry of food infood technology.


‘The teachers’ notes are excellent. They list all the activitiesand give background scientific information, which is veryuseful because primary teachers often don’t have this kindof knowledge. They make it much easier to do follow-upteaching.’ Teacher

‘The volunteers bring in excellent resources that the schoolwouldn’t be able to get hold of normally. Also, the expertiseof the volunteers is important, combined with the fact thatthey talk in a language the children can understand –it’s scientific but accessible. They’re always committed andenthusiastic too and the children are always very focused.There are no behavioural problems – they come outbuzzing.’ Teacher


INVOLVING ROLE MODELSEFFECTIVELY

Consider how role models and SETcan be used in different parts of thecurriculum, e.g. industrial heritagelinks to history; debates on GMfoods, embryo testing etc tocitizenship; sustainabledevelopment to personal, social andhealth education and so on.Current debates in the media canalso be used to help young peopledevelop a more critical approach topress coverage of scientific issues.Think about how the activities canreflect the interests of all yourpupils. Be aware of the interests ofdifferent ethnic groups.

Is there a building project on yourschool site or nearby that could beused as an ongoing, real-life casestudy for a variety of SET skills andpotential careers (e.g. designing thebuilding; using CAD technology;site management; construction andengineering skills; health and safetyissues)?

Schemes that include outside visitscan introduce children and youngpeople to workplaces or collegeenvironments. This can help pupils tounderstand the relevance in the realworld of problems they may belooking at in the classroom. On someschemes, there may also be anopportunity for pupils to meet theirpeers in different schools. Visits touniversities or colleges may help todispel pupils’ worries and make themseem less intimidating. They can alsogive pupils an opportunity to quizstudents about university or collegeor life in general.

Being involved in a role modelscheme may also mean you canintroduce your students toinvestigations or experiments thatare simply too expensive or exotic(or dangerous) for schools(especially primary schools) to runon their own.

Practical considerations

In addition to the actual activities,you will need to think about:

· health and safety and insurance –check with the scheme organiserthat young people and others willbe covered when onsite and thatthey will be briefed about safetyby those taking them round a siteor business;

· make sure your pupils dressappropriately for site visits.

The School Science Service(CLEAPSS) provides advice tosubscribers on health andsafety, including: riskassessment; sources and useof chemicals, living organismsand equipment; advice ontechnicians and their jobs;and lab design and fittings(www.cleapss.org.uk).


� Is the main focus on activitiesthat will engage your pupils andkeep their interest?

� Do the activities specifically relateto diverse cultures?

� Who is supplying any materialsneeded?

� Are you sufficiently familiar withthe concepts used?

� How does the scheme relate toother subjects being taught – canyou link it to other parts of thecurriculum?

� Can you get support from, orwork in partnership with, localorganisations (e.g. businesses,schools, colleges, universities)?

� Are there any pre- and post-visitactivities available from thescheme?

� Does the scheme have a websiteor can its organiser suggest sitesto visit?

� Are there any competitionsrelating to the scheme that yourschool can enter, or nationalevents that you can tie it in with?

� Supporting activities checklist


FORSCHOOLS

ANDTEACHERS

(www.mentorplace.org/Activities.htm) – this is an IBMsite that gives lots of practicalactivities for young peoplebased around science andtechnology.

� Further InformationOngoing communication

You should be clear about how tocontact the scheme organiser andagree what level of feedback andtype of ongoing communicationthere will be. For longer-runningschemes, you will need to have thecontact details of role models incase of any last-minute changesthat will affect them.

Many schools and communitygroups participating in role modelschemes appreciate theopportunity to share experienceswith others who are similarlyinvolved. See if the scheme offersthis opportunity or, if not, how itcould be created.

It is important to ensure that otherswho have a strong influence on theyoung people do not underminethe values and objectives of thescheme. You might be able to helpwith this by involving parents incommunication about the schemeand its objectives. Similarly, you maybe able to involve careers advisers.Ask the scheme’s organiser if theyhave thought of this and if there areany you could use.

� Are you clear about theobjectives of the scheme andhow it will operate?

� Is it clear who is responsible forwhat? For example:- briefing role models about the

activities;- organising any transport for the

young people;- recruiting young people for the

scheme;- providing any equipment

needed.

� Have you thought about howyou can involve parents in thescheme?

� Are you clear who to contact incase of difficulties?

� Have you thought about howyou can involve those givingcareers advice?

� Are you in contact with otherschools or community groupsinvolved with the scheme?

� Communication checklist

Involving parents in thescheme can help tostrengthen messages aboutthe attractiveness of careersin SET. This might meaninviting parents along to anintroduction or end-of-programme event, sendingmaterial home with youngpeople or inviting parents totake part in activitiesalongside the role models.Some parents will have a SETbackground themselves andcould be invited in as rolemodels in their own right.


‘Everyone wanted to know what university was like, halfwanted to know about PhDs, half about science issues.’Role model


A survey of over 1,000 scientistscarried out in 2004 to inform thisguide showed that just over half(52%) had been influenced in theirchoice of career by a visit to ascientist’s or engineer’s place of work,and nearly a quarter (23%) had beeninfluenced by a scientist or engineervisiting their school. In assembling thisgood practice guide we alsoquestioned many young people whohad just taken part in some kind ofactivity with SET role models about itseffect: 41% said that they weren’tplanning to study science orengineering before their involvementbut that now they might (with 28%saying they were going to studyscience or engineering anyway).

However, the direct effects of rolemodel schemes on the final careerchoice of young people areextremely difficult to measure, giventhe whole range of other factorsthat also affect career choices.

Despite the difficulties and resourceimplications of demonstrating thelong-term effects of role modelschemes, much can be gained bycarrying out small-scale evaluationof the immediate reaction to thescheme from the young peopleinvolved. Most scheme organiserswill incorporate this into theirscheme and will also ask you to givefeedback. Your school can alsobenefit by improving the events andactivities on the basis of feedbackfrom the young people involved.

Event feedback

Use a simple questionnaire tocollect feedback at the end of aspecific event, to see what worked

particularly well and whatparticipants would like to bedifferent.

It can be fun for your pupils to givefeedback and it is a usefulassessment tool for you. Oralpresentations, posters andPowerPoint displays, newsletterarticles, peer-led surveys etc. areother creative ways to elicitfeedback from your pupils. Mostscheme organisers will welcomefeedback in any form you canprovide it, but check if they aregoing to ask you to completesomething in addition.

If the scheme organiser is collatingthe feedback ask to see the resultsfrom your own pupils so that youcan make improvements next time.Schemes collect this information sothey can meet your needs better.

Achievement of objectives

While it is not possible to measurethe ultimate impact of role modelprogrammes on final career choice,you can measure whether theprogramme or activity has takensteps towards meeting its intendedobjectives (for example, if theobjective was to get more girls intoSET careers, are they more interestedin this as a result of the scheme?).

If you are involved in a regularsession, such as an after-schoolcomputer club for girls or a YoungEngineers Club, you could carry outtests at the start and end of eachterm to see whether participants’knowledge about SET, theirconfidence and their attitudes to ithave changed.

EVALUATION

Keep questionnaires shortwith no more than five or sixquestions. Ask for feedbackabout what did not workvery well in addition to whatworked well. An examplequestionnaire is given inresource 5.

Questionnaires sent out topupils and teachers followingthe RESPECT annual sciencefestival event showed thatpeople felt that the pace ofthe event was too rushed.This resulted in the festivalthe following year beingchanged from a half-dayevent to a full day.

?Case Study

The Construction IndustryTraining Board, which runsthe ConstructionAmbassadors scheme(www.citb.org.uk/support),collects evaluation formsfrom both teachers andpupils. The information iscollated centrally so thatpatterns for certain activitiescan be built up and issues forimprovement highlighted. Asa result of the systematicanalysis of evaluation data,changes have been made tothe structure of a number ofevents.

?Case Study



FORSCHOOLS

ANDTEACHERS

Giving feedback

Most scheme organisers will askyou to give some form of feedbackto them. It is important that you tellthem what you feel is not workingvery well in addition to what isworking well. You may also want tothink about what you or yourschool or community group moregenerally could do to improve theway the scheme works.

If you have any particular difficultieswith individual role models, andhave been unable to resolve thesedirectly with them, discuss this withthe scheme organiser right away,rather than waiting until you areasked to give feedback.

Could you also get feedback fromparents about their views of thescheme? This might be doneinformally, at a parents’ evening forexample.

If there are careers advisers workingat your school, have they noticedany changes in pupils’ interest inSET careers?

Follow-up activities

To capitalise on the intereststimulated as a result of theirinvolvement in the role modelscheme, young people should beasked whether they are interestedin pursuing any further activities.These might be provided by theoriginal scheme, or may besomething that you will need toarrange separately. For example,those who are particularlyinterested may want to set up anafter-school club. Others may wishto explore the opportunities forwork experience at a SET company.

SETPOINT West Yorkshire hasdevised an on-line evaluationtool to help evaluate eventsand specific Science andEngineering Ambassadorprogrammes. The organiser(e.g. teacher) ranks a list ofobjectives provided bySETNET and adds any others.A cross-section of thoseinvolved in the programmethen rates the event andwhat they learnt. A printoutcompares what the event wastrying to achieve with what itactually achieved. Theprintout also compares howmuch progress has been madetowards the objectives withhow much the event cost. Thesystem is being rolled outduring 2004. It is a good toolfor evaluating impactsystematically, although itonly provides an immediatereaction, not longitudinaltracking of outcomes.


The Royal Society’sPartnership Grants schemeoffers funding for activitieslinking schools withscientists and engineers.Grants of up to £2,500 areavailable to schools needingto pay the costs ofequipment, materials, traveland supply cover in order totake part in excitingprojects. Find out moreonline (www.royalsoc.ac.uk/education/partnership.htm) orcall 020 7451 2561.



EVALUATION

Let’s Twist (http://letstwist.bradfordcollege.ac.uk)organised a ‘Get Girls intoConstruction’ day for a groupof fifteen year 9 girls fromthree different schools. Thisinvolved activities with threefemale role models whoworked in construction and avisit to a construction site inBradford where a new schoolwas being built. At the end ofthe day, two girls wondered ifit might be possible toarrange some workexperience for them in theconstruction field. One oftheir teachers who had beenobserving the day undertookto approach two majorconstruction projects in theirarea to see whether thiswould be possible.

?Case Study

The DfES produced a guidefor schools called ‘How toEvaluate EducationInitiatives’ in 2000. You candownload it from theirwebsite at (www.dfes.gov.uk/14-19/documents/how-to-evaluate.pdf).


� Evaluation checklist

� Have you asked the schemeorganiser for the results of anyfeedback received from youryoung people?

� Have you followed up theinterest generated as a result ofthe scheme?

� Have you used previous feedbackto inform future activity?


RESOURCES


Issue

The objectives of the scheme

The type of young people (What age? Any particularrequirements of the scheme such as an interest inscience or likelihood of gaining a certain level ofattainment?)

The number of young people that will be involved

The size of the total group, where more than one schoolis involved

The activities that role models will undertake

Timetabling of events, visits or other activities

The support that will be offered by the scheme (e.g. If arole model is visiting the school, what should the schooldo if it is having any sort of difficulty with the rolemodel? If pupils are being invited to an event away fromthe school, who is responsible for the transport andsupervision?)

The support that the school is able to offer (e.g.availability of equipment)

The role required of the teacher (e.g. teachers mustunderstand that role models must not be left alone withpupils)

What follow up will be available (e.g. mentoring foryoung people who are particularly interested)?

How can parents be involved?

How can careers advisers be involved?

RESOURCE 1Checklist of issues for schemeorganisers to discuss with teachers

Your Notes


Your NotesIssue

What the role model wants to get out of theirinvolvement

What training and support they need

What the main messages are that they should try to getacross

The age and general level of ability of the young peopleinvolved

How you are going to keep in contact

What they should do if they encounter any difficulties

What equipment they might be able to provide foractivities

What activities they are going to be involved in

The length of their commitment

Discuss issues relating to gender and ethnicity and theirbelief about the role of women in SET

RESOURCE 2Checklist of issues for scheme organisersto discuss with potential role models


Your NotesIssue

What are the objectives of the scheme as a whole?

What will the role models be expected to do?

How are role models selected?

What training will you get and will there be further personaldevelopment opportunities offered as the scheme continues?

What time commitment is required from role models?

For business people – will the scheme organiser approachyour company to explain the scheme and ask for itssupport or will this be your responsibility?

How will you feed back your experience or any problems?E.g. are there regular formal meetings or is feedbackinformal and ad hoc?

How much input can you have into the scheme itself? Whomakes the decisions and are they open to your suggestions?

What is the age and what are the general abilities of theyoung people involved? Are you comfortable with this?

Where will you be working (e.g. school, workplace,community venue, somewhere else)?

Who is the scheme aimed at (e.g. girls, at young peoplefrom ethnic minority backgrounds, all young people)?

What background information will you be given? E.g. willyou get details on how schools work and what the schoolwill expect of you?

Can you meet the people you’re working with before youget started on the scheme itself?

Will you get any payment or incentives? How do youreclaim expenses (e.g. travel, materials)?

RESOURCE 3Checklist of issues for potential role modelsto discuss with scheme organisers


Your NotesIssue

The objectives of the scheme

The type of young people to be involved (What age? Anyparticular requirements of the scheme such as an interestin science or likelihood of gaining a certain level ofattainment?)

The number of young people that will be involved, andthe size of the total group where more than one school orgroup is involved

The background of the role model and training they havehad – for example, what experience they have had ofworking with children and young people

Any support that the role model is likely to require

Expectations regarding direct contact with the role modelin advance

The activities that role models will undertake

What materials (if any) you are expected to provide for theactivities

Timetabling of events, visits or other activities

Transport and supervision arrangements if the youngpeople are going off site

The support that will be offered by the scheme (e.g. If arole model is visiting the school, what should you do if youare having any sort of difficulty with the role model?)

What follow-up will be available (e.g. mentoring foryoung people who are particularly interested)

RESOURCE 4Checklist of issues for teachers to discuss withorganisers of schemes they are interested in


1) Overall, how would you rate the event?

� Excellent � Very good � OK � Not very good � Terrible

2) What did you particularly like about the event?

3) What was the most interesting thing you learnt?

4) What didn’t you like?

5) If the event was being run again, what do you think should be done differently?

6) Which of these best describes you?

� I wasn’t going to study science or engineering before and I still will not

� I wasn’t going to study/work in science or engineering but now I might

� I was already going to study/work in science or engineering

7) Are you? � Male � Female

8) If you would be interested in other events or information about science or engineering please write yourcontact details below:

Name:............................................................................. Telephone (optional) ...................................................

Address:.......................................................................... Email (optional) .........................................................

Many thanks for taking the time to complete this questionnaire

RESOURCE 5Sample feedback questionnaire for pupils


Ethnicity Male Female Total

White 1,059,900 189,000 1,248,900

Black – Caribbean 4,700 700 5,400

Black – African 5,400 1,900 7,300

Indian 22,400 7,700 30,100

Pakistani 5,700 1,600 7,300

Bangladeshi 700 200 900

Chinese 5,200 1,600 6,800

Other 18.800 4,400 23,200

Total 1,122,800 207,100 1,329,900

RESOURCE 6Estimated numbers employed in SET byethnic group and gender

Role models: Estimated numbers employed in SET by ethnic group and gender

Note: Estimates for the UK based on weighted Labour Force Survey data2002–3. Produced by the Institute of Employment Research, WarwickUniversity, for the Royal Society.


RESOURCE 7: USEFUL WEBSITES

Existing Role Model Schemes – Universal

BA CREST (run by the British Association) – www.the-ba.net/the-ba/ResourcesforLearning/BACRESTAwardsConstruction Ambassadors – www.citb.co.uk/support/teach_support/default.htmEngineering Education Scheme – www.engineering-education.org.ukHeadstart (run by the Royal Academy of Engineering) – www.hdstart.org.ukINSPIRE (run by Imperial College) – www.imperial.ac.uk/inspireNOISE – www.noisenet.wsPimlico Connection (run by Imperial College) – www.imperial.ac.uk/pimlicoPlanet Jemma – www.planetjemma.comPrimary Science Enhancement Programme (PSEP) – www.gravityisahat.com/product_psepRegent College, Leicester - http://www.regent-college.ac.ukResearchers in Residence (RinR) – http://extra.shu.ac.uk/rinr/siteRESPECT – http://www.ishangohouse.com/RESPECT.htmlScience and Engineering Ambassadors (SEAs) – www.setnet.org.uk/cgi-bin/wms.pl/29Science and Engineering Experiments for Kids (SeeK) – www.seekscience.orgScience through Schools and the Community, Biotechnology and Biological Sciences Research Council –www.bbsrc.ac.uk/society/schools/Welcome.htmlSTIMULUS – www.stimulus.maths.orgUndergraduate Ambassadors Scheme (UAS) – www.uas.ac.ukWhy Not Chem Eng? (Institute of Chemical Engineers scheme) – www.whynotchemeng.comWolverhampton RESPECT Festival - http://www.ishangohouse.com/RESPECT.htmlYoung Engineers – www.youngeng.org

Existing Role Model Schemes – for girls

CWEST (Cornwall Women in Engineering, Science and Technology) - http://www.portia.ic.ac.uk/partners/database/cwest.htmlLet’s TWIST – http://letstwist.bradfordcollege.ac.ukUK Resource Centre for Women SET– www.setwomenresource.org.uk, www.setwomenexperts.org.ukVerena Holmes Lectures (run by the Women’s Engineering Society) – www.wes.org.uk/verenaholmeslecture.shtmlWISE (Women Into Science and Engineering) – www.wisecampaign.org.uk/wise.nsf/?Open

Existing Role Model Schemes – for Black and other minority ethnic young people

Brighton Science Alliance – www.creativitycentre.com/sciencealliance/twilight1.htmETHNIC – www.bit.ac.at/EthnicIshango Science Clubs – www.ishangohouse.com/IshangoScienceClubs.html

Other useful ethnic minority related web resourcesThe DfES’s ethnic minority achievement website has reports of good practice in school in raising the achievement ofethnic minority pupils – www.standards.dfes.gov.uk/ethnicminorities/good_practiceThe Qualifications and Curriculum Authority has guidance on providing learning opportunities in science that help pupilsto value diversity and challenge racism – www.qca.org.uk/ages3-14/inclusion/1594.htmlThe Muslim Council of Britain has guidance on issues such as dress for Muslim pupils – www.mcb.org.ukThe African-Carribbean Network for Science and Technology – www.ishangohouse.comThe American Association for the Advancement of Science Minority Scientists Network has lots of advice on issues suchas mentoring, workforce diversity and supporting ethnic minority scientists – http://nextwave.sciencemag.org/miscinetTeacherworld addresses the need for including diversity and inclusion issues throughout the school curriculum –www.teacherworld.org.uk


SET education, promotion and support organisations

African-Caribbean Network for Science and Technology – www.ishangohouse.comAssociation for Science Education – www.ase.org.ukBritish Association for the Advancement of Science – www.the-ba.net/the-baClifton Scientific Trust – www.clifton-scientific.orgEngineering and Technology Board – www.etechb.co.ukGeological Society – www.geolsoc.org.uk/template.cfm?name=geohomeNational Education Business Partnership Network – www.nebpn.orgNational Endowment for Science, Technology and the Arts (NESTA) – www.nesta.org.ukPhysics at Work – http://education.iop.org/Schools/supteach/secondary.htmlRoyal Institution of Great Britain – www.ri.ac.ukThe Royal Society – www.royalsoc.ac.ukThe Salters’ Institute (chemistry teaching and education support charity) – www.salters.co.uk/instituteSchools Science Service – www.cleapss.org.ukSETNET – www.setnet.org.ukThe Smallpeice Trust – www.smallpeicetrust.org.ukThe Wellcome Trust – www.wellcome.ac.uk

Professional bodiesInstitute of Biology – www.iob.orgInstitute of Marine Engineering, Science and Technology – www.imarest.orgThe Institute of Physics – www.iop.orgInstitution of Chemical Engineers – www.icheme.orgInstitution of Electrical Engineers – www.iee.orgRoyal Academy of Engineering – www.raeng.org.ukRoyal Society of Chemistry – www.rsc.org

Government bodies and funding bodiesBiotechnology and Biological Sciences Research Council – www.bbsrc.ac.ukBritish Academy – www.britac.ac.ukBritish Council – http://www.britcoun.orgConstruction Industry Training Board – www.citb.org.ukDTI set4women – www.set4women.gov.ukEngineering and Physical Sciences Research Council (EPSRC) – www.epsrc.ac.uk/website/index.aspxNatural Environment Research Council (NERC) – www.nerc.ac.ukOffice of Science and Technology – www.ost.gov.uk/index_v4.htmParticle Physics and Astronomy Research Council (PPARC) – www.pparc.ac.uk/Royal Society Partnership Grants – www.royalsoc.ac.uk/education/partnership.htmScience Engineering and Manufacturing Technologies Alliance (SEMTA) – www.semta.org.uk/semta.nsf/?Open

Other useful websites

Criminal Records Checks – www.disclosure.gov.uk/index.aspEvaluation – www.dfes.gov.uk/14-19/documents/how-to-evaluate.pdfHealth and safety – www.teachernet.gov.uk/wholeschool/healthandsafetyMentoring – www.mentorplace.orgRoyal Society Media training – www.royalsoc.ac.uk/mediatraining

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