Undergraduate Ambassadors Scheme
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The British Undergraduate Ambassadors Scheme (UAS) provides the framework for a degree course module awarding academic credit to science, technology, engineering and mathematics undergraduates working with teachers in local schools.
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[edit] Objectives
The scheme aims to benefit undergraduates, teachers and school pupils by:
- Providing key transferable skills to undergraduates which will be invaluable after graduation
- Providing teaching experience that encourages undergraduates to consider a career in teaching
- Providing an opportunity for departments to build links with local schools
- Supplying role models for pupils
- Giving support to teachers
- Encouraging a new generation of scientists, engineers and mathematicians
[edit] Origins
UAS was set up by writer and broadcaster Simon Singh and media entrepreneur Hugh Mason, who shared a concern about the critical shortage of UK school teachers in science, technology and mathematics and the falling numbers of university applicants to these subjects.
The idea behind UAS was that all participants should benefit in the following ways:
- UNDERGRADUATES would gain important, marketable and transferable skills valued by graduate employers. Through the process of teaching pupils in the classroom they would learn how to communicate their subject as well as consolidating and improving their own subject knowledge.Those interested in teaching as a potential career would have the opportunity to 'test the water' and to gain valuable experience to support any future teacher training applications.
- TEACHERS would get support from someone knowledgeable and enthusiastic about science, technology or mathematics whom they would be able to direct in the classroom depending upon where support was needed i.e. individual work with brighter or struggling pupils, setting up practicals, running science clubs.
- PUPILS would get individual attention and assistance in the classroom from someone near their age who would act as a role model and who was passionate and knowledgeable about their subject.
- UNIVERSITIES would benefit long term from developing links with local schools and the possible boost in applicants to their science, technology, engineering and mathematics degrees.
[edit] How UAS works
Universities offer UAS to their undergraduates as an optional course module which carries credits that contribue to their degree. Although UAS provides a full set of documentation designed to help departments get the module up and running, the module is run by the university department and tutors often choose to adapt the UAS materials to fit their own requirements.
After being accepted onto the module and completing an initial day of training each undergraduate is assigned to a placement with a teacher in a local school. They then work closely with the teacher on one day per week for a full semester of roughly 10 weeks, providing teaching and practical assistance and conducting special projects. Throughout this period, the undergraduate is developing vital communication skills and other transferable skills, such as active listening, prioritisation and team working.
The undergraduates’ work in schools is assessed on the basis of such factors as a portfolio of evidence of their experiences gathered during the term, an end of module presentation and written report and the assessment of the placement teacher. UAS provides university departments with templates and guidance on this and all other aspects of the scheme, which can be easily adapted to meet local needs and academic priorities.
[edit] Impact
UAS started in 2002 with 28 undergraduates in 4 university departments and has grown substantially in a short period of time; by 2005 it included over 180 undergraduates from 30 departments and in 2006 the number of participants is projected to exeeed 300 undergraduates. Around 30% of participating undergraduates take the next step towards becoming a teacher when they complete it
The scheme started in Mathematics and Physics departments but has now begun to spread to other subject areas such as Biology, Chemistry, Engineering and Oceanography. Undergraduates are working in over 100 schools nationwide with a wide range of age groups, from reception pupils through to mature students.
[edit] Funding, governance and future
UAS is constituted as a not-for-profit company limited by guarantee with charitable aims. It was designed from the start to be a scheme with costs that did not scale in proportion to the number of participating students. In this it has been successful: by providing a template, some help to get going and an online forum for participants to exchange ideas, the idea behind UAS is steadily becoming embedded in the UK's Higher Education sector.
Initial funding for UAS was provided by Simon Singh. Subsequently, direct support from the UK's Department for Education and Science preceded core funding from the Teacher Training Agency.
