The Smallpeice Trust Newsletter

Transcription

1 The Smallpeice Trust Newsletter ISSUE 26 DEC 2015 Inside this issue: NEW & INTERACTIVE PDF smallpeicetrust.org.uk

2 Introduction we weren t able to find one teacher that taught us both (probably wishful thinking on my part as it is 25 years since I left school)! I found myself thinking about Mrs Lister, my inspirational chemistry teacher who influenced me to become a chemist, and the vital role that teachers play in inspiring young people. The 2014/15 Academic Year was an exceptional year for The Smallpeice Trust and saw us engaging with nearly 33,000 students from around the UK. Whilst there were many, many highlights for me throughout the year, I particularly enjoyed meeting a 13 year old student from my own former school on one of our residential courses over the summer; unsurprisingly when we sat down together With this in mind, I must take the opportunity to thank all of the exceptional teachers that enabled the Trust to reach so many students last year. More specifically, without the teachers commitment to their students, the Trust simply could not help students dare to imagine what their future could be via our STEM days, projects and residential courses. 2015/16 will be an exciting year for the Trust as we celebrate our 50th birthday; details will follow of our celebration programme for students that will mark the anniversary of Dr Cosby Smallpeice s financial commitment to future generations. Dr Kevin P Stenson 02

3 Thank you s Sponsors: ARM Babcock International Group BAE Systems CIBSE Dacorum Borough Council Dalton Nuclear Institute Dischma Charitable Trust DHL E.ON EDF The ERA Foundation Smallpeice Enterprises (a subsidiary of GP Strategies) Frazer Nash Consulting HS2 Ltd IPEM KBR Kyocera Group LEEAC Lloyd s Register Foundation Lockheed Martin UK Microsoft National Grid National Nuclear Laboratory North Tyneside Learning Trust Norwich Town Close Estate Charity Oxfordshire County Council RAF Richmond Parish Lands Charity Royal Navy Royal Dutch Shell Selex ES - A Finmeccanica Company South West Water The 29th May 1961 Charitable Trust The Ballinger Charitable Trust The Barbour Foundation The Brian Mercer Charitable Trust The Engineering Construction Industry Training Board The Granada Foundation The Institution of Engineering and Technology The John Jarrold Trust The Manly Trust The Mason Trust The Michael Cornish Charitable Trust The Michael Marsh Charitable Trust The Paul Bassam Trust The Royal Commission for the Exhibition of 1851 The Shears Foundation The Tietz Foundation The Worshipful Company of the Ironmongers Tomorrow s Engineers WMG Innovative Solutions. We would also like to thank the following universities: University of Birmingham University of Bristol Coventry University Harper Adams University University of Huddersfield University of Exeter Lancaster University University of Leeds University College London Loughborough University Nottingham University MTC Coventry University of Manchester Newcastle University Oxford Brookes University Plymouth University University of Portsmouth Royal Holloway University London University of Southampton University of Strathclyde University of Warwick Companies in Kind: Aston Martin Interfleet Technology Bentley Motors Limited Jacobs BMW Jaguar Land Rover First Group Network Rail Cross Country QinetiQ Cyber Security Challenge UK Rail Accident Investigation Branch Doosan Power Systems Raytheon GCHQ Reed s School Rolls-Royce Royal Institute of Naval Architects Safety at Sea Siemens The Institution of Structural Engineers V-Ships ISSUE 26 December

4 From Emily's Perspective I am currently completing a computing A-level in college and since I had been to two other Smallpeice courses before, I felt that it would be a good opportunity to learn what computing was like at university and its uses in industry. We had several talks on a broad range of topics from weather balloon tracking to wing design, with professors from the university, as well as multiple practical opportunities. While I was there I built a computer, completed some coding with Gadgeteer, and researched and presented in a team. On the first day we were all put in teams of four or five, which meant making friends was very easy. We attended lectures and worked on our projects together every day. We also had the opportunity to go bowling together and socialise. I have since kept in contact with several of the people I met on this course. Not only was it beneficial in the sense that I got to see what Supercomputing could be applied to and where it could be used, but the course also allowed me to improve my social skills and presentation skills as at the end of the week we delivered a PowerPoint. I was already interested in doing a computer science course at university, however, doing this course reassured me of my decision and was able to show what I could potentially do in the future. I would recommend a Smallpeice course to other students. I have now been on three Smallpeice courses and each one has been eye opening, giving me the opportunity to work with companies like the Royal Navy and visit very different locations. The courses have also broadened my knowledge as they teach you a wide variety of topics based on the course that you have chosen. I have thoroughly enjoyed my time on each course. 04

5 From Dan s Perspective One of the things that appealed to me most about a Smallpeice course, was the opportunity to visit a different university, learn something to help my future career and to meet new people. I attended the Advanced Nuclear Engineering course at the University of Leeds and learnt all sorts of new and exciting things. One of the main highlights of the course involved investigating Generation IV Nuclear reactors. We also discussed the vitrification and encapsulation of waste, and in our teams we presented our research to the other students and university representatives. I didn t know many people on the course but I had great fun and made new friends that I still talk to today. When we weren t working on our projects we had a great time socialising and attended a course dinner on one night where we had the opportunity to talk to industry professionals. Other than gaining confidence on the course, I gained a more detailed understanding of what a career in the nuclear industry consists of and what other aspects there are to it. I was considering chemical engineering previously, although this course made me consider the possibility of going into nuclear engineering at a later point. I would recommend a Smallpeice course to other students as they are very informative and very fun at the same time, with plenty to do, learn and discover. ISSUE 26 December

6 STEM Initiatives and Projects The Smallpeice Trust Science Technology Engineering and Maths (STEM) days provide short introductory sessions for Years 8 and 9 students to enhance their understanding of, and aptitude for, problem solving, creativity, design, and engineering. Easy to organise, they re inspiring and fun for everyone taking part. Students work together in small groups on design and make projects to improve their creative thinking, problem-solving and team working skills. For students in the process of choosing a KS4 option, STEM day activities are especially geared to run as a complement to the National Curriculum in Science, Technology, Engineering and Maths. Thanks to generous funding by some of the biggest Engineering and Manufacturing companies, we are able to deliver hundreds of STEM days across the UK to schools each year. This year alone we ve delivered over 430 days and we hope to beat this for our 50th Anniversary next year. Lockheed Martin is the world s leading innovative technology company. The company employs more than 3,000 people in the UK across 21 sites, working on a wide range of major programmes spanning the aerospace, defence and civil sectors. Students across the UK have been testing their science, technology, engineering and maths (STEM) skills by taking part in a one-day challenge, supported by Lockheed Martin UK. 60 young engineers aged 13 and 14 worked in small teams to design and construct a storage unit in a reservoir to collect rainwater, and then developed a pumping system to transfer the water to a second storage unit in the nearby town. The students were also tasked with designing and building a cost effective and efficient wind turbine to power the village. The project not only had a specified time limit, but also budgetary constraints and aesthetical requirements. This one-day challenge is part of a series of countrywide events with local schools that Lockheed Martin UK is working with The Smallpeice Trust to deliver. The event is designed to enhance students aptitude for lateral thinking, design and engineering, and is especially geared to complement the National Curriculum. Stephen Ball, Chief Executive at Lockheed Martin UK, comments: As a UK employer, it s fantastic to have the chance to excite the next generation about the possibilities of STEM projects and careers through an initiative like this. 06

7 The ECITB has just completed its 2015 STEM Engineering Challenge Programme to help attract 60,000 more people into engineering construction over the next ten years. The tour visited schools across the UK with its interactive hands-on STEM Engineering Challenge. The programme is a nationwide campaign that the ECITB, the leading skills body for the engineering construction industry, invests in every year, introducing the industry to pupils interested in the core STEM subjects. The challenges are based on activities that take place on a daily basis in the engineering construction industry and are both informative and exciting, giving students information on entering the industry through apprenticeships and graduate schemes. The scheme has a particular focus on getting women interested in the industry too. as we can to provide positive messages, advice and guidance about careers in engineering. The Government and our industry are placing a huge emphasis on apprenticeships as well as higher education routes, and programmes like ours are a great way to get students engaged. Our industry represents some of the most critical energy and process sectors of the economy and there are many exciting career prospects. Following the completion of the Challenge Programme, three winning teams from each school competed in a Regional Grand final. Each team of up to five members had to design, plan and implement a project from conception to completion, to a set deadline. The Challenge designed for students aged 13 to 16 has visited around 50 schools (science, technology, engineering and mathematics) across the country with around 5,000 students taking part. The programme aims to increase the awareness of the engineering construction industry and focus on the importance of the industry in providing fulfilling career pathways for young people. Chris Claydon, chief executive of the ECITB said: It is critical to make this investment in young people and get into schools as early ISSUE 26 December

8 Course Timetable Ignition Courses for years 8 & 9 Engineering Experience Marine Technology University of Nottingham March University of Portsmouth June Artificial Intelligence Automotive Engineering University of Exeter 4-7 April Coventry University July Cyber Security Royal Holloway University April 2016 Nuclear Marine Engineering HMS Sultan Gosport, Hampshire June BAE Systems Engineering Experience Lancaster University July 2016 Girls into Engineering Warwick University July

9 Momentum Courses for years 10, 11 & 12 Physics in Engineering University of Warwick March 2016 Mobile Robotic Engineering Haper Adams University 30 March - 1 April 2016 Off-Road Vehicle Engineering Haper Adams University 30 March - 1 April National Grid Engineering Experience National Grid Training Centre, Eakring April 2016 FREE 10 and 4-8 July 2016 Aerospace Engineering University Experience Kingston University 31 May - 2 June Non-Residential Motorsports Engineering Oxford Brooks University June 2016 Aeronautical Engineering Loughborough University 4-7 July 2016 Automotive Engineering Loughborough University 4-7 July 2016 Biomaterials Loughborough University 4-7 July 2016 Naval Architecture Plymouth University 4-7 July 2016 Supercomputing in Engineering University of Southampton 4-7 July Advanced Nuclear Engineering University of Leeds July 2016 Aviation Technology University of Leeds July 2016 Mining and Minerals University of Exeter July 2016 Structural Engineering Coventry University July 2016 Advanced Marine Technology Newcastle University July 2016 Renewable Energy Engineering Newcastle University July 2016 Marine Technology University of Strathclyde July 2016 Nuclear Engineering Lancaster University July Computing and Microelectronics University of Southampton 1-5 August 2016 Forensic Engineering Cranfield University 8-11 August 2016 Aerospace Engineering Kingston University August ISSUE 26 December

10 Education Officer Biographies Lucy Tetley Education Officer Background I completed my bachelor s degree at Leeds University in Medicinal Chemistry. Whilst doing this, I had a variety of other jobs such as: managing a bar at a club, waitressing, promotions, managing Sky TV installations- to name just a few. I have always wanted to work with young people so I completed my PGCE at Warwick University and taught Science (specialising in Chemistry) at a number of secondary schools in the Warwickshire area. During my teacher training, we had a visit from the Smallpeice Trust who explained what they do- when I saw the Education Officer role advertised I jumped at the chance! What is the best part of your job? Either the STEM days or the residential courses that I run are the most enjoyable part of my job, as I enjoy meeting and working with a wide variety of students, and giving them an experience that is different from their normal academic experience. Where did your interest in STEM come from? STEM subjects were always the ones I enjoyed the most at school- I liked the practical element of science especiallyhaving the independence to work on an experiment by myself. Engineering was not something that I knew a lot about when I was at school, it s something that is mentioned but never explained - so the fact that engineering companies are taking the time to educate students about the possibilities for them is amazing! What made you pursue this kind of career? I love working with young people, so having the opportunity to tailor an engineering experience for them where they can design, build and test a project that they work together on is really important. I think having the chance to have a go at this practical subject is more important than just being told about it. What do you like doing in your spare time? In my spare time, I enjoy cooking, going to the gym, meeting up with friends and as I travel around quite a lot, I also have a bit of a Netflix addiction! What one piece of advice would you give your 14 year old self? Whilst doing well at a subject is important, making sure you enjoy what you choose as a career is more so! 10

11 Partners Feedback For the University of Southampton, hosting a course with the Smallpeice Trust is really important as we both share the same mission of inspiring the next generation of scientists and engineers. We both believe that together has proved immensely useful over the last 10 years and given some great results. During the Supercomputing course this year, I saw a bubbly group of students who were really bright and enthusiastic. For me personally, that s exciting because as we see the challenges for science and engineering in the future, we see and feel that these are the people to take on those challenges. It is not only an immense privilege to be joined by these students but the fact that we can inspire them and work with them is really satisfying. From the experience working with Smallpeice and working with the students, it highlights the suggestion that by your students, you are taught. The team that I have that work on the Supercomputing course give a huge amount by delivering the course but they also learn just as much about different people, different backgrounds and different ways of looking at things. This in turn teaches them about how to work with other people and more students in the future. ISSUE 26 December

12 436 STEM Days in MILLION NEW ENGINEERS 32,359 STUDENTS have had contact with Smallpeice to date EXPERIENCE 49 years EXPERIENCE number of courses ran over the last years Smallpeice founded REQUIRED BY % OF STUDENTS ON RESIDENTIAL COURSES ARE FEMALE T: E: