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Dr. Rebecca Strachan
Computer and Information Sciences, Northumbria University, Newcastle, UK

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0 computer networks
0 Technology Enabled Learning
0 User Experience and Behaviour
0 STEM outreach and public engagement
0 Green ICT

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Journal article
Published: 15 July 2021 in Research in Science & Technological Education
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Background: Previous research into children’s perceptions of science shows that children like science but often hold stereotypical views of scientists and commonly do not see themselves with a career as a scientist.Purpose: The aim of this study is to examine if a carefully designed medium-term, teacher-led STEM intervention, ‘Scientist of the Week’ which showcased a diverse range of working scientists and the skills they need, can lead to a positive change in the perception of scientists among young people.Sample Design and Methods: Using a case-control approach, this research used a tracked sample of 118 young people from aged 7 to 11 in a primary school in the North East of England. Words associated with scientists were collected before and after (directly, one month, one year) the intervention from the tracked sample and analysed to assess changes in stereotypical perceptions and any difference in responses between male and female participants.Results: Before the intervention, young children held many of the common stereotypes associated with scientists. Shortly afterwards, and one year following the intervention, the use of common stereotypes had fallen significantly across all children, with particular improvements in counter-stereotypical word usage for males. It also found that stereotypical images of scientists as highly intelligent were more difficult to counteract and that many of the positive changes in this view seen in the short term (weeks and months) diminished in the long term (one year later).Conclusions: This research has shown that with minimal expense and effort from teachers, negative stereotypes of scientists can be reduced through an intervention that does not require bringing scientists into the classroom. Some of the observed changes persisted in the longer-term, suggesting a lasting alteration in children’s perceptions of scientists following the intervention.

ACS Style

Joe Shimwell; Jennifer DeWitt; Carol Davenport; Annie Padwick; Jonathan Sanderson; Rebecca Strachan. Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science & Technological Education 2021, 1 -21.

AMA Style

Joe Shimwell, Jennifer DeWitt, Carol Davenport, Annie Padwick, Jonathan Sanderson, Rebecca Strachan. Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science & Technological Education. 2021; ():1-21.

Chicago/Turabian Style

Joe Shimwell; Jennifer DeWitt; Carol Davenport; Annie Padwick; Jonathan Sanderson; Rebecca Strachan. 2021. "Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children." Research in Science & Technological Education , no. : 1-21.

Articles
Published: 28 August 2020 in Studies in Higher Education
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This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

ACS Style

A. O. Moscardini; R. Strachan; T. Vlasova. The role of universities in modern society. Studies in Higher Education 2020, 1 -19.

AMA Style

A. O. Moscardini, R. Strachan, T. Vlasova. The role of universities in modern society. Studies in Higher Education. 2020; ():1-19.

Chicago/Turabian Style

A. O. Moscardini; R. Strachan; T. Vlasova. 2020. "The role of universities in modern society." Studies in Higher Education , no. : 1-19.

Articles
Published: 10 March 2020 in International Journal of Science Education
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Previous research suggests that early experience of and exposure to the world of work is an important predictor of a child’s future involvement in a STEM career. Many interventions have focused on those in secondary education age 11 years and above. Far fewer interventions have explored the impact of STEM outreach engagements among younger age groups. This study investigates the impact of a project that delivered career-driven STEM interventions on young children’s (7–10 years old) career knowledge and perceptions over time. Using an action research approach, this study outlines 10 distinct features for designing child-centred STEM interventions. These were delivered in 6 primary schools across North-East England over a 2-year period. A STEM Career Knowledge and Aspirations Tool was used to collect data to evaluate the impact of these interventions. Children sorted 30 job cards (mix of STEM and non-STEM) into jobs they knew, and also into jobs they would like to do. Baseline data and follow up data were collected in 2015 (n = 352) and 2017 (n = 356). Data analysis suggests the sustained interventions had a particularly positive effect on girls. In 2015 prior to the interventions, girls were significantly less likely than boys to know the following STEM jobs: surveyor, technician and game tester. In 2017, following the sustained intervention, there was no significant difference between boys and girls. Furthermore, one of the STEM jobs, Engineer, showed the greatest increase in the percentage of boys and girls that wanted to do it in 2017 compared to 2015.

ACS Style

Itoro Emembolu; Annie Padwick; Joe Shimwell; Jonathan Sanderson; Carol Davenport; Rebecca Strachan. Using action research to design and evaluate sustained and inclusive engagement to improve children’s knowledge and perception of STEM careers. International Journal of Science Education 2020, 42, 764 -782.

AMA Style

Itoro Emembolu, Annie Padwick, Joe Shimwell, Jonathan Sanderson, Carol Davenport, Rebecca Strachan. Using action research to design and evaluate sustained and inclusive engagement to improve children’s knowledge and perception of STEM careers. International Journal of Science Education. 2020; 42 (5):764-782.

Chicago/Turabian Style

Itoro Emembolu; Annie Padwick; Joe Shimwell; Jonathan Sanderson; Carol Davenport; Rebecca Strachan. 2020. "Using action research to design and evaluate sustained and inclusive engagement to improve children’s knowledge and perception of STEM careers." International Journal of Science Education 42, no. 5: 764-782.

Article
Published: 08 January 2020 in Research in Science Education
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There is concern about the low numbers and diversity of young people choosing careers and study subjects in science, technology, engineering and maths (STEM) at university and beyond. Many interventions aimed at addressing this issue have focused on young people aged 14+ years old. However, these interventions have resulted in little improvement in the numbers and diversity of young people progressing into STEM careers. The aim of this study is to ask “What are the affordances of a Theory of Change (ToC) for increasing the diversity and number of young people choosing a career in STEM post-18?” An innovative ToC is introduced which provides the theoretical underpinnings and context for the complex mix of interventions necessary to lead to a significant change in the number and diversity of those choosing STEM careers. Case studies of interventions developed using the ToC are presented. This approach, and associated ToC, is widely applicable across STEM, education and public engagement fields.

ACS Style

Carol Davenport; Opeyemi Dele-Ajayi; Itoro Emembolu; Richard Morton; Annie Padwick; Antonio Portas; Jonathan Sanderson; Joe Shimwell; Jane Stonehouse; Rebecca Strachan; Leanne Wake; Gary Wells; John Woodward. A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers. Research in Science Education 2020, 1 -15.

AMA Style

Carol Davenport, Opeyemi Dele-Ajayi, Itoro Emembolu, Richard Morton, Annie Padwick, Antonio Portas, Jonathan Sanderson, Joe Shimwell, Jane Stonehouse, Rebecca Strachan, Leanne Wake, Gary Wells, John Woodward. A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers. Research in Science Education. 2020; ():1-15.

Chicago/Turabian Style

Carol Davenport; Opeyemi Dele-Ajayi; Itoro Emembolu; Richard Morton; Annie Padwick; Antonio Portas; Jonathan Sanderson; Joe Shimwell; Jane Stonehouse; Rebecca Strachan; Leanne Wake; Gary Wells; John Woodward. 2020. "A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers." Research in Science Education , no. : 1-15.

Research article
Published: 01 January 2020 in Higher Education Pedagogies
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The UK construction sector is not diverse and is reputed to be dangerous, dirty, physically demanding and non-professional. Young people often regard construction jobs as a last resort. Yet there is a growing skills shortage that needs to attract greater diversity of applicants. The aim of the BRIDGE (Building Routes Into Degrees with Greater Equality) project was to improve the number and diversity of entrants to professional construction higher education programmes. An in-depth assessment of the current situation informed a theory of change, and identified seven interrelated themes to tackle this. This case study is focused on the recruitment theme. Using action research, imagery/wording used in student recruitment was updated and staff undertook equality, diversity and inclusion training. The findings demonstrate the positive effective of these interventions. For example, on one target programme, the percentage of female students increased from 8% in 2016 to 23% in 2017.

ACS Style

Rebecca Strachan; Opeyemi Dele-Ajayi; Jane Stonehouse; Steve Logan; Tim Poolan; Linda Blakelock; Richard Bell. Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programmes. Higher Education Pedagogies 2020, 5, 327 -339.

AMA Style

Rebecca Strachan, Opeyemi Dele-Ajayi, Jane Stonehouse, Steve Logan, Tim Poolan, Linda Blakelock, Richard Bell. Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programmes. Higher Education Pedagogies. 2020; 5 (1):327-339.

Chicago/Turabian Style

Rebecca Strachan; Opeyemi Dele-Ajayi; Jane Stonehouse; Steve Logan; Tim Poolan; Linda Blakelock; Richard Bell. 2020. "Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programmes." Higher Education Pedagogies 5, no. 1: 327-339.

Book chapter
Published: 19 November 2014 in Global Innovation of Teaching and Learning in Higher Education
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The chapter’s focal argument is that the format, duration and delivery of a course are most effective when the underlying philosophy is to engage students actively in their learning. This philosophy should be at the heart of the course’s design, development and delivery. The authors draw on their experiences of higher education in both the United Kingdom and Sri Lanka and across full-time, part-time, distance learning and work-based learning to illustrate that a variety of formats and delivery approaches are possible, but the crucial element is to ensure that students are active not passive learners. This theory aligns with a learner-centred, constructivist approach and lends itself to more authentic learning. Using examples from a number of different disciplines, the authors discuss the variation that can occur in course delivery and format whilst still encouraging and supporting an active learning approach. The final section of the chapter will focus on how this approach may require staff to adopt new methods of learning, teaching and assessment and their professional development plays a crucial role, including adapting to new technologies to provide an active learning student experience.

ACS Style

Rebecca Strachan; Lalith Liyanage. Active Student Engagement: The Heart of Effective Learning. Global Innovation of Teaching and Learning in Higher Education 2014, 255 -274.

AMA Style

Rebecca Strachan, Lalith Liyanage. Active Student Engagement: The Heart of Effective Learning. Global Innovation of Teaching and Learning in Higher Education. 2014; ():255-274.

Chicago/Turabian Style

Rebecca Strachan; Lalith Liyanage. 2014. "Active Student Engagement: The Heart of Effective Learning." Global Innovation of Teaching and Learning in Higher Education , no. : 255-274.

Journal article
Published: 01 August 2011 in Research in Learning Technology
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ACS Style

Rebecca Strachan; Lalith Liyanage; Biddy Casselden; Roger Penlington. Effectiveness of technology to support work based learning: the stakeholders’ perspective. Research in Learning Technology 2011, 19, 781 .

AMA Style

Rebecca Strachan, Lalith Liyanage, Biddy Casselden, Roger Penlington. Effectiveness of technology to support work based learning: the stakeholders’ perspective. Research in Learning Technology. 2011; 19 (1):781.

Chicago/Turabian Style

Rebecca Strachan; Lalith Liyanage; Biddy Casselden; Roger Penlington. 2011. "Effectiveness of technology to support work based learning: the stakeholders’ perspective." Research in Learning Technology 19, no. 1: 781.