Techniquest Glyndŵr

Here are a selection of case studies completed by STEM Ambassadors:

• 
  Bashar Mannan
  Morgan Est
• 
  Huw Huws
  Magnox North
• 
  Hazel Guise-Mien
  Morgan Professional Services

Bashar Mannan

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» Civil Engineer, Morgan Est

• Why did you decide to become an Ambassador?
  Becoming a STEM Ambassador never crossed my mind, nor did I know one existed. It was recently introduced to us by our employer as a requirement for all Graduates Under Training. After learning about what the Ambassadors do, I realised it was one of the things which I have wanted to do, but didn’t have the time or the know-how on where to start. Becoming an Ambassador has given me the opportunity to give something back to the community and schools, and give an insight into what engineering is all about.
• On average, how much time do you commit to STEM Ambassador activities?
  As I have only become an Ambassador recently (mid-August 2009) I have managed to attend just one event which was for the day (6 hours). However, I plan to commit at least another few activities before the end of the year.
• Describe the latest activity you were involved in:
  The latest activity I was involved in was at Bangor University. The activity involved a challenge to KS5 9 (post-16 or AS/A Level, or equivalent). The challenge was to construct a model from K’NEX of a stadium with a fully moveable automated roof mechanism. The event attracted many schools from the region with around 200 pupils attending.
• What was your role in this activity? What were you responsible for?
  My role involved assisting the organisers on the day with preparing and clearing the hall. I was responsible for assisting the pupils in the challenge to those who I felt were struggling a bit. This was kept to a minimum to make it a fair challenge.
• What do you feel were the positive outcomes for the pupils and teaching staff?
  I feel it was a good outcome for the pupils and teaching staff as they were given a good insight into what all disciplines of engineering are about. This involved Civil, Structural, Mechanical and Electrical Engineering. The pupils were given a challenge to do within a time limit with other pupils from different schools whom they have never met. This what we in the working environment have to do on a daily basis; we are given a task to do within a time scale with others in the industry.
• What do you feel were the positive outcomes for yourself?
  I got the opportunity to share my knowledge and experience with the pupils and staff. It was a positive outcome for me when I could see the pupils achieve something good within a limited time. It was nice to see the different methods the pupils were using even though the task was the same.
• Do you have any tips for future STEM Ambassadors?
  You may feel a bit nervous at first but it’s not at all. In my experience it felt like explaining in a way in which I would explain to my niece and nephews.
• Any other comments:
  It’s worth getting involved as an Ambassador just to assist and help the pupils in choosing a career in engineering.

Huw Huws

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» Magnox North

• Why did you decide to become an Ambassador?
  Our company decided to be part of a mentoring program with a local school and as part of the process we were encouraged to become stem ambassadors.
• On average, how much time do you commit to STEM Ambassador activities?
  I do not think that I dedicate much more than a day here and there. I certainly don’t think it takes a lot of my time.
• Describe the latest activity you were involved in:
  I delivered a short presentation at a local university as part of a drive to encourage teachers to think of using ambassadors more.
• What was your role in this activity? What were you responsible for?
  I am a trainer as my job and have delivered training as part of stem as well as being a mentor and an umpire as part of some activities.
• What do you feel were the positive outcomes for the pupils and teaching staff?
  For pupils I try to show where some of the skills learnt at work are applied, and for teachers it is much the same as some teachers have little experience outside the academic world. Also for pupils I think it is good for them to meet someone who has no vested interest in their education, who has taken the time to come and talk with them.
• What do you feel were the positive outcomes for yourself?
  I have enjoyed my time as an ambassador and feel it is of benefit to myself because it has opened my eyes to some of the gaps between the way we work in industry and the more formal world of schools.
• Do you have any tips for future STEM Ambassadors?
  Do not be afraid to put your name forward – there are some talented pupils and teachers out there who deserve your help.
• Any other comments:
  We are all wrapped up in our day jobs, however you never know who you can make a difference to by just being there.

Hazel Guise-Mien

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» Principal Civil Engineer, Morgan Professional Services

• Why did you decide to become an Ambassador?
  I became a STEM Ambassador to convey to younger students practical uses for the mathematics and sciences that they study. It also enables me to convey practical advice to students for future academic and career paths into engineering.
• On average, how much time do you commit to STEM Ambassador activities?
  It varies throughout the year, during September to April of the academic year I am involved with several activities and spend more time during this period. Generally I commit 2-3 weeks of time to STEM Activities with school children and University students.
• Describe the latest activity you were involved in:
  I attended a parents and open evening at Birchwood Community High School where I am also the structural engineer for two new buildings on the site.
• What was your role in this activity? What were you responsible for?
  I was responsible for raising the profile of engineering and discussing the new buildings with the students and parents.
• What do you feel were the positive outcomes for the pupils and teaching staff?
  The pupils were very interested to know about the design of the new buildings and the variety of options available within engineering. The teachers at the school found it particularly useful as I have been able to provide advice and offer future assistance in maths, science and construction lessons to put elements into a practical context and provide site visits for the GNVQ construction students. I have also been able to raise the profile of STEM Ambassadors at this school to enable them to consider a variety of options to improve and assist the curriculum.
• What do you feel were the positive outcomes for yourself?
  A very strong positive outcome for me is the stronger link with a school close to my office and raising the profile of STEM Ambassadors to teachers that were not aware of our existence. It also never ceases to amaze me the depth of knowledge and interest that students offer when talking to them on a variety of topics.
• Do you have any tips for future STEM Ambassadors?
  Get involved at your earliest opportunity! Lots of activities are both fun and educational to you and the students whatever their age. Also, be prepared for a variety of questions from them and a variety of answers to your questions; they don’t always ask or say what you were expecting.