1. Getting all your students interested and keeping them that way
This session will give practical examples of themes and content that teachers can use to enthuse a wider range of students about ICT and STEM more broadly. We will present project ideas that we have tested, demonstrating simple ways to make them more appealing to students from under-represented groups in STEM and ICT.
How can you get all your students excited about ICT? We have exciting themes and content to help. Check
Corra Boushel
UWE Bristol/Bristol Robotics Lab

2. Over 150 people work at the BRL, imagining, designing and building new robots.
The Lab is 20% female, lots of local people as well as international staff who design, build and test robots. Did you know the first robots in the world were built in Bristol? vid: + info

3. Biomimicry – engineering inspired by nature
Biomimicry – engineering inspired by nature. A real interest of the Bristol Robotics Lab. See our blog for school-friendly stories

4. Role models Not ‘just’ robots Their world “You’re an engineer”
Finding topics that bring together unlikely combinations (eg robots + nature) to include as many kids as possible.
“You’re an engineer”

5. St. Julian’s School at Robots vs Animals, Nov 2015
Not ‘just’ robots
St. Julian’s School at Robots vs Animals, Nov 2015
The project combined nature + robotics to try to appeal to as many students as possible. Especially at older age groups, where robots might still be “cool” but for those who don’t see themselves as “techy” they might be intimidating or less inviting.

6. Role models Not ‘just’ robots Their world “You’re an engineer”
- Psychology research shows real life examples make a difference. (refs on next slide)
“You’re an engineer”

7. Girls do better when they see female role models (boys don’t do worse)
Same applies to BME students: The “Obama effect”
Use egs – even just a photo, story to start a topic. For examples of women in engineering/STEM check out
Use historical examples, case studies, photographs, name checks…

8. Role models Not ‘just’ robots Their world “You’re an engineer”
Making it relevant to students
“You’re an engineer”

9. Design your own biomimetic robot:
What problem does your robot solve?
What animal or animals have you been inspired by?
3. What would your robot be made of? Why?
4. What problems might you need to overcome to improve the design?
These questions help students “think like engineers”. For more details + questions, see
Competitions can help students get enthused, and help staff to focus a project and have some support or structure.
For other competitions see School Science

10. Role models Not ‘just’ robots Their world “You’re an engineer”
Career related
“You’re an engineer”

11. Mentioning careers – identifying “someone builds robots/examines nature etc: this could be your job!”. Try to focus on interests, not on gender etc – girls often get directed towards biology/medicine, but a boy with the same interests might get told more about engineering. Challenge + be aware of this!
Apprenticeships can be for everyone:

12. “Venn Diagram of comfort zones”
Your interests
Curriculum topic
Their interests
Finding topics that bring together unlikely combinations (eg robots + nature) to include as many kids as possible. Try to get everyone to move around in their comfort zones – teachers as well as students!

13. Themes Biomimicry Human-robot interaction Sustainability Medical
Animal-inspired projects
Human-robot interaction
Safety with children
Medical
Help an older relative
Defence
Security for your home
Transport
Driverless cars
Sustainability
Energy saving devices
Eg of themes from the Bristol Robotics Lab – could these lead to a student project?

14. Social Drone Innovation Award
a landmine detection project 
a project providing aid to disaster victims in the Philippines.
 teach STEM skills to kids on the autism spectrum
collecting whale snot for marine conservation research
 recording the size of protest movements in countries that are trying to suppress dissidents
Unexpected applications – fresh ideas!

15. Coding = choreography?
Coding can be intimidating to teachers, parents etc. Finding examples that allow it to “enter their comfort zone”
e.g. map directions, recipes, dance choreography… all could help people find out about coding.

16. Cross-themes: Venn diagram of comfort zones
Female + BME + local examples. Don’t tell them they can; show them they can
Cross-themes: Venn diagram of comfort zones
In summary
Career related (no pressure!)

17. Questions?
for more information

18. Discuss: 1 eg. of successful activity with “The Disengaged”
For you, what is the most challenging content to teach?
Solutions + strategies

19. UWE Bristol/Bristol Robotics Lab
Please me for more information or with any questions
Corra Boushel
UWE Bristol/Bristol Robotics Lab