1. UAS – An Introduction

2. WHY UAS ? Not enough undergraduates studying STEM subjects Not enough subject specialist teachers School pupils not interested in STEM subjects

3. UAS - Launched in 2002/3 by Simon Singh & Hugh Mason UAS is a not-for-profit company born out of concern for teacher & student shortages in STEM As of January 2016, 170 departments in 56 universities have committed to joining UAS presently sending around 1200 undergrads per year into schools throughout the UK and Ireland.

4. The Undergraduate Ambassadors Scheme (UAS) is a framework that provides classroom-based experience for undergraduates allowing them to develop key transferable skills and gain academic credit through working with teachers to enrich the school curriculum SCHOOLS PUPILS TEACHERS HIGHER EDUCATION INSTITUTIONS UNDERGRADUATES STEM SECTOR BUSINESS INDUSTRY EDUCATION GOVERNMENT

5. Provide undergraduates with an intellectual challenge which helps them to develop key transferable skills Attract more graduates into teaching Give support to teachers in the classroom Supply role models for pupils Encourage a new generation of scientists, technologists, engineers, mathematicians & linguists AIMS OF UAS

6. SUPPORTING ORGANISATIONS

7. GROWTH OF UAS

8. DEPARTMENTS INVOLVED IN UAS 170 Departments (Last updated January 2016) Other Sciences Agriculture Applied Sciences Earth sciences Environmental Sciences Food Sciences Natural Sciences Nutritional Sciences Oceanography Plant Sciences Others Geology Geography Psychology Music

9. BENEFITS OF UAS UNIVERSITIES Equip students with key transferable skills Develop outreach links Foster Widening Participation Assist HEI recruitment strategy Improve subject recruitment

10. BENEFITS OF UAS UNDERGRADUATES Gain academic credit Develop key transferable skills Develop project management skills Opportunity to explore teaching Consolidate subject knowledge Develop personal confidence

11. BENEFITS OF UAS TEACHERS Subject specific support Role models to help raise pupil aspirations Updated subject knowledge/CPD Links with local university Reusable resources

12. BENEFITS OF UAS PUPILS Individual attention Enthusiasm of student for subject Role model near their age Awareness of HE Visits to university Use of university facilities

13. HOW UAS HELP INFORMATION AND GUIDANCE Information Pack (See website. Hard copy available on request) Website (uas.ac.uk) One-to-one Support MODULE DOCUMENTATION (See ‘Resources’ on website) Recruitment, Training and Placement of Undergraduates Recruitment of Teachers and Working with Schools Assessment and Evaluation of the UAS Module Module Accreditation

14. UAS – STRUCTURED & FLEXIBLE UAS HEI Optional module/project – 2 nd or Final yr SCHOOL PRIMARY/SECONDARY/ TERTIARY Advice Module Materials Networking Placement Support Training ½ day per week Minimum 10 weeks placement

15. OUTLINE TIMETABLE OF EVENTS (very flexible) Module accreditation Module offered to undergraduates Undergraduate applications Selection interviews Training day Undergrads assigned teachers – visit school to agree timetable May – June May – Oct Mid Oct Mid Nov Late Nov Mid Dec

16. STUDENT PREPARATION Introduction to module School system today Working with teachers Working with pupils Classroom deportment Support available to undergraduates Action planning Assessment

17. WHAT DO STUDENTS DO IN THE CLASSROOM? 3-4 hours per week for 10 -14 weeks Classroom observation Teaching assistant Whole class teaching Special projects Curriculum enrichment activities Innovative Hands-on

18. SPECIAL PROJECT The undergraduate devises a special project based on discussions with the teacher. Examples: Work with low ability pupils Work with the ‘gifted & talented’ pupils Take pupils on visits Organise university trips Produce teaching resources Introduce new IT software/hardware Introduce & develop clubs etc

19. KEY ASSESSMENT CRITERIA Communication skills Working with others Organisation, reliability and self-management Initiative and creativity Identifying and understanding the educational needs of others Self-analysis and critical evaluation

20. STUDENT ASSESSMENT LOG BOOK/ JOURNAL 20% STUDENT PRESENTATION 30% END OF MODULE REFLEXIVE REPORT 30% TEACHER ASSESSMENT 20% FINAL TUTOR ASSESSMENT

21. Pilot funding from Simon Singh in 2002/3 TTA (Teacher Training Agency)/ TDA (Training and Development Agency) Funding from 2003/4 to 2005/6 of £500,000 2006/7 to 2007/8 £40,000 grant from Biological and Medicinal Chemistry Section (BMCS) of the Royal Society of Chemistry (RSC) New Chemistry departments recruited 2008/9 to 2009/10 £50,000 grant from the Ogden Trust New Physics departments recruited 20010/11 to present date Funding from South Street Green Room Foundation (SSGRF) PAST FUNDING

22. We are very keen to continue the growth of UAS and urgently need to secure additional funding to enable this to happen. Recent initiatives with RSC – BMCS and the Ogden Trust have proved to be very successful. (Statistics available upon request) We would be pleased to hear from any organisation, society or funding body who would like to discuss forming a partnership with UAS to enable us to continue our work in introducing new STEM departments (and languages?) to the benefits of UAS. Potential sources of funding? Can you help please? POTENTIAL FUNDING

23. SCHOOL SECTOR WIN STEM SECTOR WIN HEI & STUDENT WINUAS

24. Brian Lockwood UAS National Manager Email: Brian.Lockwood@uas.ac.uk or Tel / Fax: 01757 210865 Mobile: 07526107088 Website: www.uas.ac.uk FURTHER INFORMATION