Together with a humanoid robot and a team of postdocs and PhD students, Dr Ventsislav Valev runs a series of science workshops in primary schools around Bath.
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Newcastle Ageing Generations Education (NUAGE) is a module offering multi-disciplinary teaching about ageing, in its broadest context. The NUAGE curriculum was developed in collaboration with students and a team of older people to outline both the pertinent challenges facing an ageing society, and the positive aspects of ageing.
This case study explores an exciting and fun national public engagement programme that brings cutting edge microscopy to early secondary stage pupils, without compromising on the scientific message.
This case study explores a school-led curriculum support activity exploring the work of the Romantic poets, organized through the University of Bristol hosted SUPI.
This case study explores a series of innovative STEM workshops for secondary school pupils, run by the CORE project
The masterclass series brought 30 A-level biology students together for a series of lectures and discussions introducing the students to the topic of global food security. This project was lead by the University of Cambridge.
This case study outlines the planning and evaluation of a plant science and horticulture careers day aimed at Year 9 pupils. The project was organised in partnership between the Sainsbury Laboratory and Cambrudge University Botanic Garden.
This case study explores the creation of the IntoBiology website, supporting A-level and Advanced Highers students in their extended projects in science. The project was lead by Gatsby Plant Science in partnership with the University of Cambridge.
Coral: Something Rich and Strange is an exhibition, public programme and community engagement project based on Dr Marion Endt-Jones, British Academy Postdoctoral Fellow in Art History and Visual Studies at the University of Manchester three-year research project 'A Cultural History of Coral, c. 1850-2010'.
This case study describes how the Open University hosted SUPI used a participatory design approach to explore perceptions of school-university partnerships held by young people and university researchers, and to develop information resources for schools and researchers that communicate the values underpinning SUPI.