1. Faculty of Sciences Faculty of Computing, Engineering and Sciences STEM Learning as a scientific apprenticeship - reinventing the wheel? Dr Angela A. Priestman Dr Kevin Reiling

2. Katja Hall, CBI Chief Policy Director, said: “Growth and jobs in the future will depend on the UK having a workforce that can exploit new technologies and discoveries. The growing skills vacuum is threatening the recovery, as demand from firms is outstripping supply. March 2014 “Highly-skilled workers are essential for our growth sectors and it will be those young people with science and maths who will go on to become the engineers and new tech entrepreneurs of tomorrow.”

3. Almost 40 percent of employers say a lack of skills is the main reason for entry-level vacancies.

4. Authenticity Workplace Apprentices Problem-based learning Case-based teaching Learning by designing Cognitive apprenticeship

5. Scientific Practitioner Graduates who have acquired high level skills and knowledge, are confident, show independence, can work in a team and are creative. Chicago Museum of Science & Industrywww.nerdlikeyou.com

6. Tell me and I will forget, show me and I will remember, involve me and I will understand. http://blogs.wsd1.org/ - Winnipeg Schools

7. Experiential learning Environment Opportunities Competence: Knowledge, understanding, context, competencies, application, skills. Commitment: Self-esteem, drive, motivation, confidence, belief, creativity.

8. First 4 weeks – Level 4 Introduction to Scientific Practice

9. 80% plus of time non-”lecture” Conceptions of the Nature of Science Plus.google.com

10. Introduction to Scientific Practice Last 4 weeks 4 weeks

11. Professional Practice and Placement Last 2 weeks Level 5 2 weeks

12. Last week GradExLevel 6 1 week

14. Problems

15. www.clipartlogo.com clipartlogo.com ClipartLogo.com (by radacina)

16. Problems Paul Halpern

18. “But it is increasingly clear that the really problematic shortages are at skilled technician level. We do have to play a long game on skills, creating more apprenticeships.“ Education? Training?

20. When Should a Process Be Art, Not Science? Hall and Johnson