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Review event plans

Wait for 24 hours then return to this page. You will find below a checklist meant to help you review each event plan with examples of a good and constructive review. Download here the checklist:

Peer-review CHECKLIST (.docx) - editable

Peer-review CHECKLIST (.odt) - editable

Peer-review CHECKLIST (PDF) - read-only

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1. Prepare and fill in the event plan

Prepare the STEM careers event plan by using the Word outline below. The event plan should integrate the ideas, tools, activities, etc. that have been covered on the course.  The document will contain guidance and example answers to guide your drafting of the event plan.

Your lesson plan has to be in English, otherwise it will not qualify.

EVENT PLAN TEMPLATE – Word
EVENT PLAN TEMPLATE – OpenDocument Text

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WEBINAR: Bridging the Gap - CA technologies

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STEM Alliance   CA Technologies webinar for teachers

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In 2015, CA Technologies introduced Create Tomorrow, a Europe-wide corporate social responsibility (CSR) programme aimed to inspire the next generation of innovators and digital leaders, and to address the gender imbalance.

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1. Career events are an excellent opportunity for students, employers and higher education institution representatives to meet and exchange information and ideas about different career paths, potential employment options and training opportunities.

2. A chance to put into practice your STEM related skills; is NOT an advantage of STEM career fairs.

3. A convenient and unique opportunity to meet key professionals and employers from different STEM fields, in one same location is  an advantage of STEM career fairs.

4. The prospect of collecting promotional information (brochures, business cards) related to different companies is  an advantage of STEM career fairs.

5. The digital divide might entail that not all students have direct access to a digital devise. Therefore, virtual job fairs might not ensure equal access to all pupils.

6. Planning, implementation and post-event activities are the 3 phases explained in STEM careers events organization

7. evaluation activities are essential when planning an STEM careers fair Because they allow you to recognize any mistakes done when planning an event, to correct them and improve them.

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8.5 ACTIVITY Case study: The Teen Science Café experience in Malta

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8.5 ACTIVITY Case study: The Teen Science Café experience in Malta

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Through this padlet, share your thoughts on the Teen Science Café experience. What did you find most interesting? Do you know of any similar experiences? Has it inspired you to set up a similar activity in your school?)

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8.5 Case study: The Teen Science Café experience in Malta

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8.5 Case study: The Teen Science Café experience in Malta

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The Teen Science Café is an initiative led by the Science Centre in Malta, offering young teenage students opportunities to encounter a number of professional experts in different STEM fields. The focus of these encounters is that of supporting interactive exchange between professionals and students and to engage the latter in conversations about STEM topics and career paths, in an informal setting. The objectives of this project are to positively affect students' academic and career choices and to serve as an outreach exercise to promote careers in science and technology.

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Case study: The Teen Science Café experience in Malta

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Experiences on organizing the Teen Science Café initiative (a form of STEM careers event) organized by the Department of Curriculum Management in Malta and implemented in 9 pilot schools in the same country. The video includes testimonials with teachers and students participating in this project.

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8.4. Activity: STEM careers fair organization. Strategies for success

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8.4. Activity: STEM careers fair organization. Strategies for success

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Pick ONE main task for each of the phases (Planning - Implementation – Post event activities) and tell us why you think it is important)

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8.4 STEM careers fair organization. Strategies for success

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8.4 STEM careers fair organization. Strategies for success

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1. Planning
2. Implementation
3. Post event activities
Evaluation activities will be essential to recognize any mistakes done, to correct them and improve them. Check out the pilot study developed by European Schoolnet and Intel on “European Science Fairs Evaluation Framework”. The aim of this evaluation exercise was to show the data that could be obtained from the evaluation tool developed. In the study, you will be able to see the main findings from students and from teachers and maybe even get inspired to develop a tool of your own!

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Through the padlet below tell us (in your opinion) which of the activities above is more suited to your students and why do you think so

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8.3 Types of STEM Career Events:  Career exhibitions

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8.3 Types of STEM Career Events:  Career exhibitions

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Career exhibitions provide with static displays with information related to different STEM careers. While they provide with a nice option to show specific evidence, they often lack the human factor, which can make them less engaging. Nonetheless, when set-up in conjunction with other initiatives (such as career talks or events fairs) these exhibitions can be an interesting option to support STEM career engagement.

Check the Toolkit “Organizing a Girls in ICT Day event” provides ideas and tips for organizing a successful Girls in ICT Day event. While the toolkit has a specific target, it provides with very useful information on different types of events activities, such as hands-on workshops and activities; Open days at an ICT company or other institutions; Competitions and Prizes; ICT career fairs and Meeting and hearing from female role models.

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8.3. more The STEM Alliance and the SYSTEMIC projects 

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8.3. more The STEM Alliance and the SYSTEMIC projects 

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The STEM Alliance and the SYSTEMIC projects have developed a guide to engage company professionals (technicians, scientists, engineers, researchers or employment and recruiting managers) to visit schools and participate in collaborative activities with them. The aim is to close the gap between industry and education sectors, to raise pupils and teachers’ awareness on STEM careersand to promote STEM jobs.
two booklets: one addressed to schools and one addressed to companies. These booklets are based on the framework of the “Professionals go back to school” initiative.

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8.3 Types of STEM Career Events:Career talks / workshops / seminars 

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8.3 Types of STEM Career Events:Career talks / workshops / seminars 

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These career related options provide students with a number of presentations related to specific careers, often held by a professional in the field.  The advantages are:

Students can discuss specific queries with professionals during or after the talk, workshop or seminar.

Direct face-to-face contact facilitates smoother and improved communication.

Parents or student guardians can join the discussion to support their children in their career choice.

The main setbacks related to these career related options, include:

Students might find difficulty to attend career talks if these clash with their school/study scheduling.

Professionals might lack the skills to share their work in a specific field in an appealing, engaging manner. This can result in students being disinterested or detached.

It might be difficult to convince professionals from a wide range of fields to carry on STEM career talks. Therefore, students might only be exposed to a limited range of options.

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8.3 Types of STEM Career Events: Virtual job fairs

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8.3 Types of STEM Career Events: Virtual job fairs

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Virtual job fairs are the online version of a traditional career fair. These fairs allow students to meet and discuss employment opportunities through specialised websites in a live but fully interactive manner. Some disadvantages of virtual job fairs include:

Technological glitches: While technology provides students with a variety of new ways of connecting, technical glitches can create a disadvantage for networking and effective communication.

Digital divide: Not all students might have direct access to a digital devise. Therefore, virtual job fairs might not ensure equal access to all pupils.

Visual elements: The interaction between students and professionals might appear to be limited or superficial, since the face-to-face contact is non-existent.

Inertia about new technologies: Students and/or professionals may be apprehensive about learning to use a new digital tool.

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8.2 Types of STEM Career Events: STEM career fairs 

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8.2 Types of STEM Career Events: STEM career fairs 

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(STEM) career fairs offer students with a great opportunity to connect with employers and learn about different career prospects. These can offer students many benefits, among them:

A convenient and unique opportunity to meet key professionals and employers from different STEM fields, in one same location;

A networking occasion for students to meet not only with professionals and employers abut also with researchers and with more advanced students;

A chance to gain first-hand information about local (and potentially foreign) employers;

The prospect of collecting promotional information (brochures, business cards) related to different companies;

However, there are always challenges related to STEM career fairs. Some of them being:

Mass appeal: Unless tailored to a specific field, career fairs might feature professionals from a wide range of business or fields, making it difficult for attendees to adapt the visit to their needs.

Limited quality time: A careers fair atmosphere is usually loud and crowded, leaving little quality time or space for effective interaction between students and professionals. This context can prove challenging for students to communicate, ask questions and network.

Organisational costs: STEM career fairs require a high budget, extensive time and personnel to get organised.

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8.2 Types of STEM Career Events:  job shadowing

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8.2 Types of STEM Career Events:  job shadowing

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Student internships (or job shadowing initiatives) give direct opportunities to profit from an insider’s view of different STEM career jobs. Particularly, job shadowing is defined by the Manchester Metropolitan University, as:

“(…) where an individual from one area of the organisation has the opportunity to work alongside and gain experience of the role of another individual, and gain an insight into that particular work area. It can also be used to provide a individual within a department the opportunity to work alongside more experienced colleagues so they can learn and develop within their current role”. This definition can also be applied to students “shadowing” in a company, and not just to individuals already in the workplace."

Both of these options offer students with excellent chances, specifically:

to explore a career field by experiencing life at a real workplace;

to learn how to apply academic subject knowledge through discussions with a professional;

to assess one’s aptitude for a particular position/role/career;

to observe the day-to-day activities of a professional/researcher;

to discuss specific STEM related research and careers pathways;

to create career connections and establish valid networking opportunities.

Nonetheless, these initiatives can also entail a number of challenges, as it follows:

Non-involvement: In some circumstances, job shadowing limits the involvement of the trainee/student to observation and does not allow the student to contribute to the work efforts. Moreover, job shadowing does not always provide students/trainees with an understanding of the responsibility or specific skills needed in the workplace.

Distortions: The success of job shadowing will depend on the professional selected “to be shadowed”. The time selected for shadowing can also create distortions, as it can provide inadequate understanding of the level of difficulty and/or of the necessary engagement.

Timing: Job shadowing will usually take place during a limited period. This brief exposure can cause the student shadowing to miss out key work challenges that may not occur during the time of the placement.

Supervision: To ensure an effective experience, students will need to be supervised and mentored, which can be very time consuming for the professionals.

Disruption: Job shadowing can disrupt the smooth functioning of working environments, in different ways. The professional, conscious of being observed, might behave differently than normal, which can affect the quality of output. Another related inherent risk, from an organisational point of view, is the student getting to know confidential information of a particular organization.

Other challenges might relate to the lack of space or of other infrastructure to accommodate interns or the work schedule incompatibilities that may not match students’ availabilities.

Overall, the success of a student internship (or job shadowing) will depend on highly motivated professional job shadowers. Students/interns will benefit by taking time to reflect on the critical aspects of the job profile, work culture and other habits beforehand, thus facilitating a better understanding of what and how to make the best out of the internship experience

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8.1. Activity padlet: What is a career event?

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8.1. Activity padlet: What is a career event?

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Share in the padlet below any science fairs that are currently taking place in your country. Have you participated? What did you liked the most?

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Career events are an excellent opportunity for students, employers and higher education institution representatives to meet and exchange information and ideas about different career paths, potential employment options and training opportunities. Watch the video below, to understand the benefits of some of these.

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Module 8: Career orientation events on STEM education

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Module 8: Career orientation events on STEM education

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The learning objectives of Module 8 are:

Become aware of the main benefits of organizing a STEM careers events in schools;

Learn tips and steps to organize their own STEM careers event;

Explore case studies of various STEM careers events

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1. A learning partner is an Expert in the community

2. Some ways which you can find a learning partner are: Asking parents and contacting local institutions

3. According to the “Education to employment: Getting Europe’s youth into work” report by McKinsey & Company, youth share a large part of the blame for the fact that they cannot find a job

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7.4. activity padletQ  Case study: Internship placement in Portugal

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7.4. activity padletQ  Case study: Internship placement in Portugal

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Which do you think is one benefit and one disadvantage of such an internship?

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7.4 Case study: Internship placement in Portugal

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7.4 Case study: Internship placement in Portugal

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7.3. Activity padlet  School-to-work transition

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7.3. Activity padlet  School-to-work transition

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Are there any training opportunities or companies providing programs in your country, from which your students can benefit?

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An interesting take-away from the “Mapping youth transitions in Europe”, by Eurofund (the tripartite EU agency providing knowledge to assist in the development of better social, employment and work-related policies) outlines

Useful steps to search programs:

1. Check out which are some of the big industry or corporate players in your town/city/country.

2. Usually, they should have a department/area of their organization allocated towards Corporate Social Responsibility (for example, Amgen has the Amgen Foundation, which offers the Amgem Scholars program) or a section on Careers, which almost always provides assistance to students/graduates who might be interested in a job with that company (like Microsoft for example). This information should normally be available on the company’s website.

3. See what types of activities they provide: these can be live ones, like trainings or workshops at their headquarters or live webinars. If they offer extracurricular study programs (like an Academy) see what are their aims, objectives, conditions and timeline.

4. Facilitate the connection with your students. Either in one on one discussions, in the classroom, or redirecting your students to that website.

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After you have read these steps to connect with your local community, share with us what are some ways in which you can connect with the business community in your town or city: what professionals can you bring to your school and how can you involve them?

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In the “Community Partners: Making Student Learning Relevant” article, Edutopia (2016) presents a great case study of a school in the United States where teachers work with community partners to enrich student learning and to give them real-life skills.

The school uses these learning partners to enrich lessons and to co-teach but also for teachers to learn from them, as experts in their field, through individual talks, before teaching a particular lesson. Another way these partners are used is to give authenticity to lessons and to connect students to real-life individuals who are experts in the specific area students are practicing or learning about during a lesson.

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Community Partners: Making Student Learning Relevant

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Read the article “Education to employment: Getting Europe’s youth into work” and study Exhibit 1 “Few young people have a successful journey to employment”. There are three dimensions you need to look at:

Access (vertical axis),

Desire for employability (horizontal axis) and

Degree of success (4 segments, from green to blue).

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The problem of youth unemployment in the European Union is not new. Youth unemployment has been double or even triple the rate of general unemployment in Europe for the last 20 years. The events of the past few years have dramatically exacerbated it, however: 5.6 million young people are unemployed across Europe, and a total of 7.5 million are neither being educated nor are they working. Moreover, while young people are eager to work, more than half of those without jobs say they simply can't find one-all while businesses across Europe insist they struggle to find young people with the skills they need.

To understand this disconnect and what can be done about it, McKinsey built on the methodology used in our 2012 publication, Education to Employment: Designing a System that Works. We concentrated on four broad questions:

1. Is the scale of the youth-unemployment problem in Europe a result of lack of jobs, lack of skills, or lack of coordination?

2. What are the obstacles that youth face on their journey from education to employment?

3. Which groups of youth and employers in Europe are struggling the most?

4. What can be done to address the problem?

To answer these questions, we surveyed 5,300 youth, 2,600 employers, and 700 postsecondary-education providers across 8 countries that together are home to almost 73 percent of Europe's 5.6 million jobless youth: France, Germany, Greece, Italy, Portugal, Spain, Sweden, and the United Kingdom. We also examined more than 100 programs in 25 countries to provide examples of companies, governments, education providers, and nongovernmental organizations that may be relevant to Europe.

Our research led us to the following answers:

1. While there are more people looking for work, employers in Europe cannot find the skills they need.

Clearly, the lack of availability of jobs in Europe is part of the problem, but it is far from the whole story. In many countries, the number of people employed has actually remained steady, and in some countries, increased, since 2005. A greater number of older people are working longer, and more women with children are choosing to join or remain in the workforce. Across the 15 countries that were members of the EU prior to May 2004, for example, the percentage of people aged 55 to 59 who are in the labor market has jumped 11 percentage points since 2005, while increasing 4 percentage points among women aged 35 to 39. This increase in the participation rate in a demand-constrained environment means greater competition for jobs for younger people, who are disadvantaged by their lack of proven experience. Meanwhile, labor-market regulations that discourage hiring and firing, which are common in Europe, make it even more difficult for youth to step onto the first rung of the employment ladder.

Yet despite this availability of labor, employers are dissatisfied with applicants' skills: 27 percent reported that they have left a vacancy open in the past year because they could not find anyone with the right skills. One-third said the lack of skills is causing major business problems, in the form of cost, quality, or time. Counterintuitively, employers from countries where youth unemployment is highest reported the greatest problems. So why is it that young people are not getting the skills that employers need? One reason is the failure of employers, education providers, and young people to understand one another. To cite our 2012 report, they operate in "parallel universes."

In Europe, 74 percent of education providers were confident that their graduates were prepared for work, but only 38 percent of youth and 35 percent of employers agreed. The different players don't talk to one another and don't understand one another's expectations and needs. Only in Germany and the United Kingdom did most employers report that they communicate with education providers at least several times a year. In Portugal, only a third did. And only in Spain did most employers report that their interactions with providers were actually effective.

2. Youth face three significant hurdles.

The education-to-employment (E2E) path can be described as a road with three intersections: enrolling in postsecondary education, building the right skills, and finding a suitable job. The problem is that in Europe there are roadblocks at each of these three points.

When it comes to enrolling in further education, the most significant barrier in Europe is cost. Although university tuition fees are usually highly subsidized in Europe, many students find the cost of living while studying too high to sustain. Also, in a number of countries, nonacademic, vocational courses are not subsidized and can therefore be prohibitively expensive. Students also lack information: except in Germany, less than 25 percent said they received sufficient information on postsecondary courses and careers to guide their decisions. And finally, most of those surveyed said they perceived a social bias against vocational education; less than half of those who wanted to undertake a vocational course actually did so.

At the second intersection, young people are often not learning a sufficient portfolio of general skills while they study, with employers reporting a particular shortage of soft skills such as spoken communication and work ethic. Employers and providers are not working together closely to address this.

At the final intersection, young people find the transition to work difficult. One-third fall into interim jobs after graduating, and many more struggle to find a job at all. Many lack access to career-support services at their postsecondary institution. Many more do not pursue a work placement, in spite of this being a good predictor of how quickly a young person will find a job after his or her studies are completed.

3. The E2E structure is failing for young people and for small businesses.

To refine our understanding of the issue, we divided young people and employers into segments to examine different interventions to achieve better education-to-employment outcomes Specifically, we looked at how much support young people received on their path from education to employment, and the extent of their desire to develop skills that would make them more employable (Exhibit 1).

Only one of our segments, the so-called high achievers, which represent 10 percent of the youth surveyed, achieves a good employment outcome. This group succeeded because the young people in it receive a strong education and good information; they also focus on finding opportunities to build job skills. Another two segments, representing 11 percent of youths surveyed-what we call "coasters" and "meanderers"-receive strong support but are less motivated and end up only moderately satisfied with their job outcomes. The remaining four segments (79 percent) are frustrated by a lack of support and unhappy at their prospects. They exhibit different responses to these circumstances, from fighting for every opportunity they can get (but rarely succeeding) to losing heart and leaving education at the first opportunity.

We based our employer segmentation on the ease with which employers could find new hires and the degree to which they were prepared to invest in training (Exhibit 2). While two of the four segments are basically satisfied with their workforce, they start from very different places. One segment, representing 19 percent of employers, is able to attract strong candidates and invests substantially in training new hires. A high proportion of the companies in this group are large companies with an established market position. The other satisfied segment, representing 26 percent, finds it difficult to attract strong candidates but develops a strong workforce through training and partnerships. Of the two less satisfied segments, one (34 percent) reports moderate satisfaction but tackles the skills problem alone. The other (21 percent) is disproportionately made up of small businesses and is the least satisfied. This group struggles to find people with the right skills yet either does not, or cannot, invest in training.

In contrast to the findings of our global survey, in Europe, small firms were more likely than large ones to report problems in their business due to lack of skills. They also have the greatest problems in identifying and recruiting new hires and are less likely to work with education providers or other employers to tackle their skills problems. This phenomenon is particularly acute in Greece, which has both very high rates of youth unemployment and a high reliance on small businesses as a source of employment. Understanding the mix and concentration of employer and youth segments by country is critical-each segment requires a different set of interventions to reach its potential.

4. There are proven ways to improve the E2E journey.

Europe's governments, employers, education providers, and families are operating in difficult circumstances, but there are ways to ease the burden on all of these groups.

Innovate with design, course delivery, and financing to make education more affordable and accessible

To reduce the cost of courses, one solution is to break up degree or vocational programs into individual modules that focus on building a particular set of skills while still counting toward a degree or formal qualification. Each of these modules would be short (weeks or months) and self-contained, enabling young people to combine and sequence them in the order that makes most sense for their career aspirations. This model also enables young people to take a break in their studies to work for a period, and then return and pick up where they left off.

To improve financing, governments and private financial institutions can offer low-interest loans to students pursuing courses that have a strong employment record; they can also explore initiatives that allow young people to repay loans in the form of services, such as tutoring younger students. Employers can play a role by promising jobs to young people (following a rigorous recruitment process) and then assuming responsibility for part or all of the costs of education in return for the opportunity to select the most successful graduates, trained with the most relevant skills they need. This latter option is only likely to be successful, however, for employers in sectors that face either a skills scarcity or high employee churn.

Focus young people, employers, and education providers on improving employment readiness

Young people, employers, and providers must change how they think about the E2E process. To make rational decisions, young people need to think more strategically about their futures. This is particularly important in Europe, where students often have to make life-defining decisions about their educational future by age 15-the time when many choose whether to pursue academic or vocational tracks. Students need more and better-quality information about different career paths, and need to be motivated to use it.

Education providers should focus more on what happens to students after they leave school. Specifically, they should track graduates' employment and their job satisfaction. To improve student prospects, education providers could work more closely with employers to make sure they are offering courses that really help young people prepare for the workplace.

Employers cannot wait for the right applicants to show up at their doorsteps. In the most effective interventions, employers and education providers work closely to design curricula that fit business needs; employers may even participate in teaching, by providing instructors. They might also consider increasing the availability of work placements and opportunities for practical learning. Larger enterprises may be able to go further, by setting up training academies to improve required skills for both themselves and their suppliers.

Build the supporting structures that allow the best interventions to scale up

At a national level in Europe, responsibility and oversight of the E2E highway is split across multiple government departments, resulting in a fragmented and confusing picture. One way to improve this is to create a "system integrator" to gather and share information on the most salient metrics: job forecasts by profession, youth job-placement rates, employer satisfaction with the graduates of different programs, and so on. The system integrator would also identify and share examples of successful programs and work with employers and educators to create sectoral or regional solutions based on these. Technological solutions can also help to compensate for shortages of apprenticeships and other forms of short-term work placements. "Serious games" that mimic the workplace context, for example, are low-cost, low-risk ways for students to receive a personalized learning experience through repeated "play" of the game. While not a full substitute for an actual apprenticeship, this approach offers a substantial step forward in providing the applied skills that employers say young people lack; furthermore, such initiatives can be made available to greater numbers of young people without needing to find more employers to provide work placements.

Involve the European Union

To help the most successful interventions reach the greatest number of young people, the European Union has a critical role to play in three areas:

Information. The European Union could develop and share a more comprehensive labor-market platform incorporating the most relevant data to capture employment trends in each sector and region. This would help institutional decision makers, employers, and job seekers make better decisions, for instance, by helping users understand the implications of the data-whether on the courses they should offer as an education provider or the skills gaps they should try to fill as a group of employers within an industry.

Mobility. The European Union can improve educational and labor mobility by working to make vocational qualifications transferable across borders, as has already largely been achieved in the university-education process in Bologna.

Sharing relevant practices on matching labor-market demand and supply. The European Union is in the best position to take the lead on helping national public-employment services compare their successful interventions, and then disseminate and promote those that are relevant to similar-context countries.

Youth unemployment is a profound challenge to the future of Europe, and both individual countries and the European Union recognize this. Only by reaching across their parallel universes can all parties affected by the crisis of youth unemployment create an education-to-employment system that works more effectively and benefits all.

For more on this research, download the full report, Education to Employment: Getting Europe's Youth into Work (PDF-7,235KB).

For more on the 2012 methodology on which this report builds, download Education to Employment: Designing a System that Works (PDF-8.30 MB).

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Education to employment: Getting Europe’s youth into work

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The problem of youth unemployment in the European Union is not new. Youth unemployment has been double or even triple the rate of general unemployment in Europe for the last 20 years. The events of the past few years have dramatically exacerbated it, however: 5.6 million young people are unemployed across Europe, and a total of 7.5 million are neither being educated nor are they working.

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7.1 Activity Business and education collaboration

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7.1 Activity Business and education collaboration

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Based on the description above, where do you think your students are placed? What is their level of access and desire for employability? What are some actions you can take to improve the situation?

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7.1 Business and education collaboration

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7.1 Business and education collaboration

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In this module, we will zoom out and look at the big picture of such collaborations and explore more in detail what it means when education and business collaborate.

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Business and education collaboration – Julie Baxter, CA Technologies

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Interview with Julie Baxter, Vice President, Support at CA Technologies about the importance and usefulness of the business and education collaboration. This interview is part of the ''Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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STEM Alliance Webinar // Amgen Scholars 27/04

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The learning objectives of Module 7 are:

1. Learn about types of school-to-work programs available and where to find them;

2. Learn how to guide their students towards these programs;

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6.4 Bringing parents into career counseling

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6.4 Bringing parents into career counseling

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Can you identify a national STEM role model of your country who could be suited to discuss with your students about STEM careers? Write how this person fits with what you’ve learned in this activity and share with us at least one idea about how you will integrate him/her in a lesson with your students.

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PART1
https://youtu.be/qXn7fnUUrqM
PART2
https://www.youtube.com/watch?v=x1AjZP7wXXg&feature=youtu.be
Part3
https://youtu.be/PWYA6BBfdp8

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6.1 Role of teachers in career counselling: Tutorial ROLES

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6.1 Role of teachers in career counselling: Tutorial ROLES

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The role of schoolteachers
http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

a) Career informant: In this role, teachers provide students with a model, an approach of thinking about a career and help students shape their own way to view career choices by using their own experience as an example but without offering it as the only way to do this. The report lists some taks that a teacher in this role might perform: “talking about their decisions and how they made them, talking about their career building (including discussing challenges and regrets”, and many more;

b) Pastoral support: This refers to the teacher as a first contact point for students who may approach them with conversations they need to have with a trusted adult. These can be related purely to career choices/guidance and sometimes, they may appear as being related to careers, but in reality the issue the student is having may be, for example, health-related. In this role, the teacher helps the student in line with their capabilities, but also direct the student to other professionals who can help. A task the teacher can perform in this role: “acting as facilitator and advocate for students to help them to have career conversations with other staff, parents and employers.”

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Module 6: Balancing the roles of teachers, mentors, and parents

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Module 6: Balancing the roles of teachers, mentors, and parents

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The learning objectives of Module 6 are:

1. Understand the concept of mentorship and how you can integrate it in your schools (with focus on your own role as career counsellors);

2. Learn how to integrate STEM professionals in school activities;

3. Learn how to work together with career counsellors for optimum performance;

4. Understand and learn how to manage the role of parents in career awareness;

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Introduction to Module 6 – Marina Jimenez, European Schoolnet

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Introduction to Module 6 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects: http://www.europeanschoolnetacademy.eu/ Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The gender gap in STEM refers to the overrepresentation of women in the fields of science, technology, engineering, and math.

PISA 2012 results confirm that, when comparing boys and girls who reported similar levels of self-confidence (or, on the contrary, of anxiety) towards mathematics, the gender-gap in performance disappeared.

The “leaky pipeline” expression refers to the uninterrupted loss of women in STEM fields as they climb the career ladder.

The usage of monitored mixed-gender groups that rotate frequently is recommended to ensure gender equality in the classroom.

The fact that Bell did not receive recognition in the 1974 Nobel Prize in Physics has been a point of controversy ever since. She helped build the four-acre radio telescope over two years and initially noticed the anomaly, sometimes reviewing as much as 96 feet of paper data per night.

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5.4 ACTIVITY PADLET Projects about gender equality in STEM

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5.4 ACTIVITY PADLET Projects about gender equality in STEM

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In the padlet, share information about any project, awareness campaign or initiative related to STEM and gender equality. If you need any help, you can also search in the Scientix project repository. http://www.scientix.eu/projects
https://padlet.com/eunacademy/67j1n1msq5oy

EMPLOY aims at developing advanced digital literacy in line with industry’s needs for learners in primary and lower secondary education, with a focus on individuals at risk of exclusion, including learners at risk of ESL, migrants, or individuals facing socio-economic adversity. By building digital skills, forecast to be in demand in the coming years, the project promotes employability, fosters social equity and inclusion, and facilitates economic growth based on human capital, i.e. effectively trained future professionals.
http://www.scientix.eu/web/guest/projects/project-detail?articleId=545453

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5.4 Projects about gender equality in STEM

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5.4 Projects about gender equality in STEM

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Stemettes

Hypathia

Mind the Gap The Mind the Gap project works with both STEM teachers and girls between 16 and 18 years old, who are studying STEM subjects or who have dropped out or completed study but not entered STEM jobs. The main aims of the project are:
-    To help teachers in each participating country to recruit and retain more girls in their STEM courses;
-    To support and inspire girls to continue their STEM education and to pursue STEM careers by helping them develop different soft skills needed to work in male-dominated environments.

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Mind the Gap! is a consortium of 5 partners from the UK, Netherlands and Spain who are all committed to promoting & teaching Science, Engineering, Technology and Maths subjects (STEM) and are passionate about addressing the ongoing skills gap in the sector within the EU and especially the shortfall of women & increasing STEM drop-out rates of girls.

1,300million people with technical skills will be required by 2020 and current graduate levels in STEM subjects are not sufficient to fill these vacancies. Policy makers within the EU have recently called for more to be done to attract students to this area. However, there is a secondary problem in that women are grossly under-represented in STEM: A 2012 WISE report stated that "While a few (mainly ex-Soviet) countries have around 20% women in STEM, Western European countries such as France and Spain (17% each), Denmark (16%), Germany (15%), Finland (15%), and UK (9%) all bring the European average down to 17%".

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MINDTHEGAP - Promoting Girls and Women in STEM

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Mind the Gap! is a consortium of 5 partners from the UK, Netherlands and Spain who are all committed to promoting & teaching Science, Engineering, Technology and Maths subjects (STEM) and are passionate about addressing the ongoing skills gap in the sector within the EU and especially the shortfall of women & increasing STEM drop-out rates of girls.

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Share who is your favorite female scientist of all time and tell us why

Marie Curie
Polish-born French physicist and chemist best known for her contributions to radioactivity.

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in this article, throughout their careers, many female scientists have been denied recognition. “Having had to work as "volunteer" faculty members, seen credit for significant discoveries they've made assigned to male colleagues, and been written out of textbooks” (…) “they typically had paltry resources and fought uphill battles to achieve what they did, only to have the credit attributed to their husbands or male colleagues".
Marie Skłodowska-Curie (1867-1934), one of the most iconic scientists of all times. The first female professor at the University of Paris,
Ada Lovelace (1815 - 1852). Considered the mother of all computer nerds, Ada has been widely regarded as the world’s first computer programmer.
Jocelyn Bell Burnell (1943 - present) is one of the biggest names in astronomy.
Rosalind Franklin (1920 - 1958) focused her work on determining the structure of DNA, using x-ray experiments to take a picture of the DNA molecule.
More Resources:

Women in Science

Ten Historic Female Scientists You Should Know

10 Ground breaking Women Scientists Written off by History

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5.2 Activity Gender equality in the the job market and in the classroom

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5.2 Activity Gender equality in the the job market and in the classroom

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In the padlet, pick one of the tips mentioned in the info sheet “Your guide to ensure gender equality in the (STEM) classroom”. Apply it with your students and (afterwards) tell us your experience.

Activities for the classroom are designed for groups which are mixed

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5.2 Gender equality in the the job market and in the classroom

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5.2 Gender equality in the the job market and in the classroom

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A. Gender equality in the job market companies should start promoting an inclusive culture and work environment.
B. Gender equality in the classroom
In the info sheet (see thumbnail below) “Your guide to ensure gender equality in the (STEM) classroom”, you will find a variety of tips and tricks to ensure your classes appeal to boys and girls equally. Besides, in the text below, we will develop a bit more some of the most important procedures to keep in the classroom (these are all based on the report “Strategies for Educators to Support Females in STEM”)

Consider your interactions with students

Implement inclusive group practices

Use gender sensitive instructional materials

http://www.europeanschoolnetacademy.eu/documents/2352026/0/Infosheet+Module+5/99acf56e-73b8-4e9f-a7e8-40b1b9eec186?t=1492075124000

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Women in STEM – Gabrielle Ferguson, CA Technologies

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Interview with Gabrielle Ferguson, Talent Development Partner at CA Technologies on the topic of attracting women in STEM careers and challenging gender stereotypes, as part of the 'Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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5.1 ACTIVITY Gender equality and the gender gap in STEM

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5.1 ACTIVITY Gender equality and the gender gap in STEM

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In the padlet, discuss about “the gender gap in STEM” in your country. Are your female students interested in STEM areas? Are there many women in research careers? Share your insight!
https://padlet.com/eunacademy/v3mqys8yt6s4

female students are interested in STEM areas. The rate between men and women is changed and it seems to be half-half although there are still people who don't trust women for a particularly job

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5.1 Gender equality and the gender gap in STEM

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5.1 Gender equality and the gender gap in STEM

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Get a glimpse on the present-day situation of girls and women in the STEM fields

The sources used in the presentation are available in .pdf format (here).This source is a booklet related to Opening Minds to STEM careers. Mooc for teachers

A particular example of how stereotypes can affect career choices in STEM fields is the draw-a-scientist test.

However, a gender sensitive education should start at a very early stage as early socialization plays a huge role in kids’ mindsets. In the video “Inspiring the next generation of female engineers”, Debbie Sterling (founder and CEO of GoldieBlox, a toy company that produces construction toys for girls) explains how one of her motives to create the company was her realization -after failing at an 3D drawing assessment in an engineering drawing class- that kids who scored better at spatial skills were those who grow up playing with construction toys.
https://youtu.be/FEeTLopLkEo

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STEM and gender equality – Marina Jimenez, European Schoolnet

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In this video presentation, Marina Jimenez, Project Officer at European Schoolnet, presents key information on performance and interest of girls and boys in STEM subjects at secondary education level, gender equality in tertiary education and participation of women in research fields.

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Module 5: Gender stereotypes in STEM education

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Module 5: Gender stereotypes in STEM education

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The learning objectives of Module 5 are:

1. Understand the concept of the STEM gender gap;

2. Learn to analyse data regarding the situation of girls and women in STEM careers;

3. Learn strategies to further address gender equality in the classroom, and how to encourage girls into STEM careers;

4. Learn about female scientist (of the present and of the past) and of current initiatives promoting girls in STEM.

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Introduction to Module 5 – Marina Jimenez, European Schoolnet

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Introduction to Module 5 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects: http://www.europeanschoolnetacademy.eu/ Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The International Girls in ICT Day.

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http://www.stemalliance.eu/schools
Welcome to the tool of the STEM Alliance initiative Professionals Go Back to School.

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1. Based on the Cohen & Patterson (2012) study presented in this module, the teaching strategy “Connect the Dots” refers to: Connecting career information with whatever the student is learning at that moment

2. Inviting parents working in STEM as guest speakers in the classroom is advisable because this is actually a good practice to use in the classroom.

3. Competitions in STEM, for students is one of the practices you can use to create career awareness in the classroom

4. Citizen Science is scientific research conducted, in whole or in part, by amateur (or nonprofessional) scientists.

Resources
http://lsf-lst.ca/media/LSF_Connecting_the_Dots_February2014.pdf

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The practices that I use and not are:

1. Utilize career materials in science texts/journals/articles For this I ask students to explain or present briefly a scientific paper

2. Integrate experiential activities in the classroom According to the topic I assign roles

3. Invite guest speakers I do invite experts but before this we do have a discussion with the students about the role of experts and they do prepare questions for them

The three practices I use rarely are:

1. Support inclusion of science careers in school career fairs. Sometimes it seems quite difficult ​​​​​​​

2. Weave career information informally into lessons  it seems quite difficult ​​​​​​​since it is necessary to have a particular permission from school authorities

3. Expose students to worksites and outside opportunities all materials are uploaded in the WIKI of the class

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I use the most of the 10 practises

1. Utilize career materials in science texts/journals/articles For this I ask students to explain or present briefly a scientific paper

2. Integrate experiential activities in the classroom According to the topic I assign roles

3. Incorporate authentic research The real research catches teens' interests. For this as it is mentioned above I use real published papers

4. Invite guest speakers I do invite experts but before this we do have a discussion with the students about the role of experts and they do prepare questions for them

5. Research science careers / map out career paths Students express their opinion on a particular issue related to career path

6. Support inclusion of science careers in school career fairs. Sometimes it seems quite difficult ​​​​​​​

7. Weave career information informally into lessons  it seems quite difficult ​​​​​​​since it is necessary to have a particular permission from school authorities

8. Share personal experiences It is achieved via wiki of the class

9. Expose students to worksites and outside opportunities all materials are uploaded in the WIKI of the class

10. Be a mentor/advocate.My role as teacher is as facilitator, coordinator and not to transfer knowledge

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4.3. (More) How to implement some of the teacher practices, Citizen Science and online laboratories, to foster career awareness in the classroom. 

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4.3. (More) How to implement some of the teacher practices, Citizen Science and online laboratories, to foster career awareness in the classroom. 

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By Teresita Gravina

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Online laboratories and Citizen Science for STEM careers – Teresita Gravina, Scientix Ambassador

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4.3. (More) How to implement some of the teacher practices, Citizen Science and online laboratories, to foster career awareness in the classroom. 

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4.3. (More) How to implement some of the teacher practices, Citizen Science and online laboratories, to foster career awareness in the classroom. 

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BY Jose Viñas
What is Citizen Science
Citizen Science is a process with which everyday people employing common technology, work with professional researchers to learn more about our world quickly than ever before. Scientists and citizen are close

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Citizen Science for STEM careers – Jose Vinas, Scientix Ambassador

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Presentation by Jose Vinas, Biology teacher from Spain and Scientix Ambassador, on the topic of using Citizen Science as an educational tool to introduce students to STEM careers. This video is part of the 'Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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4.3 STEM career activities: teacher practices

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4.3 STEM career activities: teacher practices

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The full details of these practices can be found in the The Emerging Role of Science Teachers in Facilitating STEM Career Awareness (Cohen & Patterson, 2012) study.

1. Utilize career materials in science texts/journals/articles

2. Integrate experiential activities in the classroom

3. Incorporate authentic research

4. Invite guest speakers

5. Research science careers / map out career paths

6. Support inclusion of science careers in school career fairs.​​​​​​​

7. Weave career information informally into lessons

8. Share personal experiences

9. Expose students to worksites and outside opportunities

10. Be a mentor/advocate.

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4.2 STEM career activities: types and uses

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4.2 STEM career activities: types and uses

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The STEM Alliance project suggests: – the PGBS tool which offers a solution for bringing professionals back to school. Various tools for resources are HERE!

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Classroom activities for STEM careers – Victor J. Perez-Rubio, European Schoolnet

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Presentation on the multitude of STEM careers materials and activities available for classroom use by Victor J. Perez-Rubio, Pedagogical Officer at European Schoolnet. This video is part of the 'Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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4.1. Activity padlet (STEM career activities: how to use them?)

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4.1. Activity padlet (STEM career activities: how to use them?)

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1. Choose a strategy from above
2. Choose a career material/activity/tool
3. Write in the Padlet below how you would combine these two in a lesson (add also any relevant links, information, etc.)

The strategy that i use in to let students in group co-find, co-negotiate, co-decite, co-present, co-evaluate
The tools that I use are the WIKI of the class, and padlet for personal learning diary, group learning diary, and brainstorming of all new ideas and suggestions. Blended learning and collaborative learning are the keys ..enter in my STEM class

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4.1 STEM career activities: how to use them?

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4.1 STEM career activities: how to use them?

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Our teaching strategies, which foster STEM Awareness (The Emerging Role of Science Teachers in Facilitating STEM Career Awareness (Cohen & Patterson, 2012)) are:

1. Incorporate both formal and informal approaches

2. Help students see scientists as real people

3. Connect the dots

4. Embed reflection

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Interview on the types of STEM career materials and activities teachers use in their lessons. The interviewees are participants of the 13th Science Projects Workshop in the Future Classroom Lab, for primary and/or secondary school career counsellors and/or STEM teachers acting as career counsellors in their centres, organized by Scientix in collaboration with the STEM Alliance and OPENSKIMR. This interview is part of the 'Opening Minds to STEM careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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Module 4: Career induction activities, materials and guidelines

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Module 4: Career induction activities, materials and guidelines

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The learning objectives of Module 4 are:

1. Understand and learn what are the types of STEM careers activities available at school level and  how they can use them in the classroom;

2. Learn practical steps to introduce STEM career activities in the classroom;

3. Become familiarized with various experiences of STEM career activities implemented across several countries;

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Introduction to Module 4 – Victor J. Perez-Rubio, European Schoolnet

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Introduction to Module 4 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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1. Hard skills are teachable abilities, usually present in the school curricula that can be measurable and quantified by test or a national exam.

2. It is a priority for formal education systems to address the need to raise the level of digital skills of all learners and, by default, of all teachers.

3. Soft skills are: time management, resilience, self-control and problem-solving skills.

4. Five Keys to Rigorous Project-Based Learning”, are the five concepts essential in Project based learning. They are: Real world, core to learning, collaboration, student driven and assessment.

5. Classroom methodologies to promote STEM skills, that are encouraged by IBSE are: the skills of scientific inquiry, the curiosity, openness to new ideas and skepticism that characterize science.

Resources
1.http://skillpointalliance.org/difference-hard-skills-soft-skills/
2.http://edu.stemjobs.com/tag/soft-skills-vs-hard-skills/
3. https://www.lanl.gov/careers/diversity-inclusion/s3tem/index.php
4.https://www.edutopia.org/video/5-keys-rigorous-project-based-learning
5.SIX characteristics on STEM lessons http://www.edweek.org/tm/articles/2014/06/17/ctq_jolly_stem.html

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3.5 STEM skills and STEM careers. Tools for match-matching

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3.5 STEM skills and STEM careers. Tools for match-matching

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Skillage test http://www.skillage.eu/Quiz/
Very Good for students and teachers

http://www.skillage.eu/Quiz/Report/S-F_AR-25-54_ES-3-FE_beaf045c-663c-4c3f-ad9e-2115e22d7a60

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"We applied a methodology to rural and urban areas of below average and average students and were able to produce globally competitive innovators that have received national and international recognition."

-Dr. Lorna Finman, Founder STEM Charter Academy

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Providing a comprehensive platform to inspire, assist, and lead people to be impassioned about STEM

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3.4 Activity3_padletClassroom methodologies to promote STEM skills

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3.4 Activity3_padletClassroom methodologies to promote STEM skills

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Share your thoughts on pedagogical approaches or classroom tools you can use in the classroom to promote STEM or soft skills. Which one is the best one? What tools are you using? Share your experiences, success stories and challenges!
https://padlet.com/eunacademy/ftr9o4lwp0ty

Project based learning and game based learning play the most important role in my teaching. I am trying to use discovery learning. Any new issue is learned via experiential learning. They discovery the new things, they do negotiate on it, they argue in their groups, they co-decide, they co-create and finally the co-present and evaluate their work as group as members of the group and others' groups works as well
and of course to develop presentation skills
Kahoot make students excited but also they do like to co-create posters and share them in padlets. Finally they upload their presentation in youtube, evaluate the final group-work of their group and others via well defined criteria (that are formed by themselves at the beginning of the project). Evaluation are implemented via De Bono Six Thinking hats in a padlet orin the WIKI of the class. The groups use various cooperative tools that they know (as Google drive) or discover

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3.4Classroom methodologies to promote STEM skills

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3.4Classroom methodologies to promote STEM skills

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As it has been mentioned in the video below, STEM skills can be promoted through different pedagogies and educational methodologies.A number of different approaches (some of them based on A conceptual framework for integrated STEM education by Todd R. Kelley and J. Geoff Knowles, 2016) are:
1. Engineering design (practice engineering design approach with the video “Foundations of Learning: Building STEM Skills”)..
2. Scientific inquiry/Inquiry Based Science Education (IBSE): teachers to “encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas, and skepticism that characterize science”. (The video “Inquiry-Based Learning in the Science Classroom” (secondary level) explains how we can structure your STEM lesson through an Inquiry Based approach).
3. Project based learning (PBL): Project based learning approach can be defined as “the ongoing act of learning about different subjects simultaneously”.The video Introduction to Project-Based Learning explains the basics to this approach and the video on Five keys to Project-Based Learning to learn how this approach can be implemented properly.
TOOLS

Kahoot is a free game-based learning platform to create quizzes, discussion and surveys about any topic

Classflow is cloud-based platform for creating interactive lessons in a single place, while (at the same time) pulling in resources from anywhere.

PhET simulations are free, interactive, research-based science and mathematics simulations.

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Share which 3 soft skills do you think are the most important within STEM fields and explain, in your own words, how you would address them in the classroom.

I would have chosen the following three of the 7 important STEM skills

Problem solving

creativity

Flexibility

The reason for it is we have all to be able to save problems, be flexible in our plans and have creativity and innovation is our plans and actions

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3.3. more...the 7 most important STEM skills

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3.3. more...the 7 most important STEM skills

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The 7 Most Important STEM Skills We Should Be Teaching Our Kids

1. Statistics

2. Problem solving

3. creativity

4. Argumentation

5. Intellectual Curiosity

6. Data-Driven Decision-Making

7.  Flexibility

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3.2 ACTIVITY2.  STEM skills of the future. In focus: ICT and digital skills

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3.2 ACTIVITY2.  STEM skills of the future. In focus: ICT and digital skills

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Answer the following questions through this padlet. 1) Are you using technology in the classroom? 2) How would you develop digital skills in the classroom? (https://padlet.com/eunacademy/r0ed64t7q9n)

As a Mathematician and ICT teacher, of course I use ICT project based learning. But I do continually improve my ICT skills and knowledge by a participating actively in various MOOCs and Professional ACTIONS as Scientix Ambassadors

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3.2 STEM skills of the future. In focus: ICT and digital skills.

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3.2 STEM skills of the future. In focus: ICT and digital skills.

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when discussing technology and digital skills in formal education, the first thing that comes to mind is the contrast between the use of technologies in everyday life and its limited application in schools.
It should be a priority in formal education systems to address the need to raise the level of digital skills of both pupils and teachers

VIDEO with Lavinia Morris, Head of IT, SMBC Aviation Capital to understand the Importance of IT and technology”

What skills have helped you develop your career in IT?
Technical skills
Communications and interpersonal skills
What challenges exists for the industry
Hybridh business IT
IY people if the future should think like business people

What are your thoughts on "IT professional day"
Ireland is the leader, recognise professionals, old people should learn from young professionals, IT leaders are at the top now fortunately, IT background is the more important ?

Any Additional thoughts
IT career is very profession and it offers a lot of opportunities to get involved

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eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital

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Use this padlet to answer the following questions: 1) In your opinion, which is the best definition of STEM skills and why? 2) Provide at least one example of non-STEM professions that use STEM skills.

STEM is the main role in occupation and educational life...Knowledge, skills and abilities on STEM is the future of education and job market
https://padlet.com/eunacademy/fozkar5ahxxj

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STEM skills are de ned as those skills “expected to be held by people with a tertiary-education level degree in the subjects of science, technology, engineering and maths” (STEM) ( “Analytical highlight. Focus on: Science, technology, engineering and mathematics (STEM) skills”) http://skillspanorama.cedefop.europa.eu/sites/default/files/EUSP_AH_STEM_0.pdf

An easy way to identify them is by linking STEM skills to qualifications attained in STEM subjects.

https://www.researchonline.org.uk/sds/search/download.do%3Bjsessionid=0F8E8971A63B31892CF6EA3DC4D9C100?ref=B34619

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(Hard) skills for STEM – Carlos Cunha, Scientix Ambassador

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The learning objectives of Module 3 are:

1. Become familiarized with a set of STEM hard skills on demand;

2. Become familiarized with soft/transversal skills needed across all sectors/industries.

3. Explore various tools for matching skills with career pathways.

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Introduction to Module 3 – Marina Jimenez, European Schoolnet

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Introduction to Module 3 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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60%

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Soft skills

Soft  is any skill that has to do with a personal instruction with another thing of human being:

communication skills,

negotiation skills

More practice in schools with working in team environment, working together for a common goal, delivering presentation, training your class

Employability skills:

Communication skills,

ability to adapt your communication depending on who you are speaking with to work in a STEM environment

Time Management

for multiple projects, multiple priorities at the same time

How should the educational system support soft skills development?

Collaborative working

agile working

adaptive to change

responses to change

presentation skills

innovation

creativity

How to prepare students in the classroom

Teachers should focus on experiential learning
getting on projects

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Soft skills for STEM careers - Gabrielle Ferguson, CA Technologies

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Webinar #4: Path to Space Careers 17.10.16

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The webinar Path to Space Careers took place on 17 October 2016. It was held by Frank Danesy, controller and Senior Financial Officer at Directorate of Operations, ESA. Key questions related to careers in space were addressed during the webinar - What academic disciplines are needed in the space sector?

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2.4 Activity Current STEM industries and professions

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2.4 Activity Current STEM industries and professions

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The demand for STEM careers in specific fields can vary between geographical regions. Use the padlet to let us know:  What do you think are the most highly looked after career paths in your regions? Reflect: what qualifications would the applicants need to secure those jobs?

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2.4 Current STEM industries and profession

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2.4 Current STEM industries and profession

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the video checks some key points about employment in STEM professions and the role of teachers in encouraging STEM careers!

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What do you think are some of the future STEM jobs we should start preparing for? Share your thoughts here

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Evolution of STEM careers – Alex Kingham, CA Technologies

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Interview with Alex Kingham , Director, Software Engineering at CA Technologies on the topic of STEM careers, how they are evolving and how can teachers address this. This interview is part of the 'Opening Minds to STEM careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers.

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If machines will continue to take over a large part of our jobs, what do you think are the skills and activities that humans need to focus on in order to continue having relevant and fulfilling careers

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2.2 ACTIVITY Evolution of STEM professions

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2.2 ACTIVITY Evolution of STEM professions

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If machines will continue to take over a large part of our jobs, what do you think are the skills and activities that humans need to focus on in order to continue having relevant and fulfilling careers

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Revolution is the risk of inequality in the labor market.

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2.1. Activity: The Fourth Industrial Revolution

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2.1. Activity: The Fourth Industrial Revolution

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Watch The Fourth Industrial Revolution video: Artificial intelligence, integrated energy supply chains, neuro-technological brain enhancements, genome modification… Can you name other advancements you think this revolution will entail? How do you think it will affect your everyday life?

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The Fourth Industrial Revolution  | Full Version (Subtitled)

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2.1. resources: The surprising link between science fiction and economic history

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2.1. resources: The surprising link between science fiction and economic history

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Ex Machina Movie CLIP - Meet Ava (2015) Alicia Vikander Movie

Alien (1979) Trailer

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The surprising link between science fiction and economic history

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From Frankenstein to Star Trek to Her, the dreams and nightmares of science fiction reflect our changing economic reality.

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The First Industrial Revolution used water and steam power to mechanize production. The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.

https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

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Founder, Executive Chairman, World Economic Forum

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The Fourth Industrial Revolution: what it means and how to respond

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The Fourth Industrial Revolution: what it means and how to respond, by Klaus Schwab

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The learning objectives of Module 2 are:

1. Understand which are the currently relevant STEM industries and what is the spectrum of jobs available in each of them;

2. Explore and learn about different career pathways available to reach those careers

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Introduction to Module 2 – Marina Jimenez, European Schoolnet

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Description: Introduction to Module 2 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is Co-funded by the Erasmus+ Programme of the European Union.

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100%...Goood Lets not the important questions

A recruitment/vacancy bottleneck can be defined asA situation where a given vacancy (posted in a recent time period) is difficult to fill by employers.

The STEM skills gap can be defined as The lack of professionals with the necessary skills in STEM areas.

Brain drain refers to The emigration patterns of well-qualified STEM professionals in order to search for further professional opportunities.

the four pillars of career development Awareness, Relevance, Engagement and Self-efficacy.

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1.3 Activity3 STEM career guidance in schools

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1.3 Activity3 STEM career guidance in schools

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Read Section 3 “Challenges and solutions to infusing career information into the science classroom” from the report presented in this section (1.3), and, in the Padlet below, name which of those challenges are most present in your daily professional activities and how do you overcome them

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1.3. ResourcesQ Benefits of career counselling in schools

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1.3. ResourcesQ Benefits of career counselling in schools

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In the study entitled “The Emerging Role of Science Teachers in Facilitating STEM Career Awareness”  (Cohen & Patterson, 2012), based on a review of existing literature, the author outlines four cognitive-behaviour dimensions as the pillars of career development:

1. Awareness

2. Relevance

3. Engagement

4. Self-efficacy

The report also goes on outlining four teaching strategies, which foster STEM careers awareness, derived from a series of interviews with science teachers:

1. Incorporate both formal and informal approaches

2. Help students see scientists as real people

3. Connect the dots

4. Embed reflection

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"Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing."                                                Conversations with Albert Einstein, 1920

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Benefits of career counselling in schools

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Caprile, M., Palmen, R., Sanz, P. & Dente, G. (2015) Encouraging STEM Studies for the Labour Market. Directorate General for Internal Policies. European Parliament.

European Commission (2015) Does the EU need more STEM graduates? Final Report. European Commission.

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European industries face difficulties in finding skilled workers, causing what is known as the STEM skills gap. However, there are disagreements on the causes of such recruitment difficulties.

Is there a STEM skills shortage in Europe? Analysing the evidence, and in

Is there a STEM skills shortage in Europe? Challenging the evidence

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Introduction to Module 1, Activity 1.3 – Marina Jimenez, European Schoolnet

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Introduction to Module 1, Activity 1.3 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is Co-funded by the Erasmus+ Programme of the European Union.

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describe why (and if) for you, as a teacher, STEM education is essential in our current society.

https://padlet.com/eunacademy/eb0chr0oqfcz
As ICT Teacher in Secondary Education and Scientix Ambassador in My Country, i use STEM education not only for education process of my subject but for any school activity and European programs that I coordinate. Thus, all partners of the programs LEARN how to use STEM in everyday learning.
I discover that many European Schools are not used to ICT exploitation and this is a surprise: For instance, How is it possible the digital teens not to know what google drive and How the can store files in web, although they are always with a smartphone and chatting in social media?