THE IMPACT OF A STEM PARTNERSHIP ON TRANSFORMATIVE TEACHING AND LEARNING

Abstract

As educators committed to a transformative teaching and learning we need to actively engage with our new generation, promote critical thinking, and share knowledge and skills to promote sustainable developments in order to build that much needed Science Capital. At this moment the UK engineering industry is experiencing two main issues: i) a shortfall of 20,000 graduate engineers per year and ii) lack of female engineers. These two issues are a key challenge that must be addressed to guarantee a sustainable economy. To pursue these goals a STEM partnership between Glasgow Caledonian University (GCU), the Royal Navy and six Primary Schools was funded by the Royal Society Partnership Grants scheme. In this project GCU's students worked collaboratively with 250 primary pupils from age 8 to 11 on the design and manufacturing of a Luge start ramp. Different workshops related to design, manufacturing, mechanical properties, welding and beyond were delivered by the STEM partners, while the pupils provided ideas to enhance the ramp's design and teachers reinforced the topics prior and after each workshop. The project enables the evaluation of aspects related to the impact of actively involving young pupils in an engineering real life problem, making them act as engineers, and their change in perception towards Engineering. Other aspects that will be analysed are the impact of positive role models not only on the pupils but on pupils' influencers (teachers and parents), as well as the inclusivity and diversity as part of the commitment to a transformative education.