STEM professionals

Real world input for real world impact - CSIRO STEM Professionals in Schools

[Teachers and STEM professionals on slides on screen smiling, and sharing skills]

 

[The CSIRO logo swirls into the centre of the screen]

 

[Text on screen: STEM Professionals in School]

 

[Students are electrifying pencils in a glass as their instructor watches on]

 

[Text on screen: Real world input for real world impact]

 

[David and Rebecca are lesson planning together in front of a laptop]

 

Dr. David Bird: With Rebecca and I it's a team effort. Rebecca will come up with an idea and then we'll work on it together.

 

[David Bird sits in a classroom with a chalkboard in the background, text beside him reads: Dr David Bird Senior Research Scientist DST]

 

We can usually find an example of an experiment which we can do with the children in the class. And I'll build a lesson around that.

 

[David and Rebecca smile at each other and look excited as they plan their lesson.]

 

[A close-up of Dr Bird as he answers questions]

 

If you're passionate about your line of research and you want to inspire the next generation of STEM professionals there's no better way to do it than to get involved in this program.

 

[Dr Bird points out things for his small group of young students to look for in their experiment]

 

[The camera pans into a classroom where Bridget Hosking is explaining aviation points on a TV screen on the wall in a classroom.]

 

[Bridget Hosking sitting in front of the camera]

 

[Text on screen reads Bridget Hosking Air Traffic Controller Melbourne Airport]

 

Bridget Hosking: It allows me to take what I love in aviation to show the diversity of science-based career paths.

 

[Students are smiling at Bridget as she makes her presentation.]

 

[Shots of the countryside switch to a row of lockers in a hallway]

 

[Andrew Gill sits with students in front of a laptop explaining a lesson]

 

Andrew Gill: STEM Professionals in Schools is fairly unstructured. So there's no set template that's CSIRO enforces.

 

[He has clearly explained something and the students looked shocked and excited by this revelation.]

 

So that means you can tailor the program both to your own preferred ways of working, as well as what worked at a particular school at hand.

 

[Andrew Gill in a close-up, text on screen reads Andrew Gill Mathematician DST]

 

[A shot of students working together in a classroom]

 

[The shot switches to the view of a large open valley]

 

[Shots of the outside of a school]

 

[A sign outside reads 07 Science, Trade Training]

 

[Barbara McClure sits on a desk in her classroom. Text next to her reads Barbara McClure Postdoctoral Researcher SAHMRI]

 

Barbara McClure: I can let students know what does a scientist look like? And what do they actually do day to day? There's so many opportunities for women in STEM careers.

 

[Shots of Barbara McClure and students during a lesson in a classroom]

 

[Barbara McClure points to a graph on the screen]

 

So for me coming to the school and showing the kids this is where science can lead you is really important to me.

 

[Barbara is sitting on the desk being interviewed]

 

[Another shot of the students in the classroom for Barbara's presentation looking happy and interested in the material.]

 

[A shot of a small town with mountains in the background]

 

[A shot of the outside of the school]

 

Craig Proctor: Being a participant in the program can help STEM professionals in their communications skills,

 

[A close-up of Craig proctor, text beside him reading Craig Proctor Fisheries Scientist CSIRO]

 

Their presentation skills. Because it is quite a challenging audience at times.

 

[Craig wears a lab coat and is showing a room full of students something about the ear bones of a fish while they watch]

 

You have to keep your language simple, but you have to keep it interesting as well.

 

[Close-up shots of Craig’s equipment and fish carcass for the presentation]

 

[A close-up shot as Craig dissects the fish head, students groan and one sticks out her tongue as they watch.]

 

[Close-ups of various electronics]

 

Phillip Field: And I'll ask you what areas do you want to be? But my suggestion is don't limit yourself.

 

[Phillip Field sat casually being interviewed in a lab. Text next to him reads Phillip Field Electrical Engineer (Retired)]

 

You ought to be challenged. You ought to keep awake at night.

 

[The camera pans up as Phillip is showing a class full of younger students something about electronics]

 

[One of the students is holding a drone, tilting it to work out the mechanics.]

 

So do something with yourself and you'll never know where it might lead you. Go for it.

 

[Shots of the video participants smiling for the camera]

 

[The CSIRO logo pops into the centre of the screen, underneath is written Australia's National Science Agency]

 

[An equation of logos is on the screen with a graduation cap representing teacher, then a plus sign adding it to a STEM professional symbolized by a molecule logo.]

 

[The equals symbol then connects to a gear logo representing partnership.]

 

[A circle graph titled Schools with different colours for different percentages on screen, Catholic being 16.3%, Government being 65.8%, Independent/Private being 16.8% and other being 1.1%]

 

[A map symbolizing national reach with a circle graph to one side. the text under the graph reads "with 29% in regional and remote areas.]

 

[On the map going clockwise NT 1.5%, QLS 20.8%, NSW 20.9%, ACT 5.9%, TAS 5.2%, VIC 23.9%, SA 8%, WA 13.8%.]

 

[A graph titled STEM Professionals, the circle graph showing percentages by gender with female at 43.2%, male at 56.6%, and not specified at 0.2%. The text under the graph reads note Female STEM professional representation is significantly higher than the national female STEM qualified population of 17 percent overall asterisk leading to a footnote "from the 2020 program evaluation.]

 

[Text on centre screen reads The STEM Professionals in Schools project is funded by the Australian Government Department of Education, Skills and Employment. At the bottom of the screen is reads: The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Skills and Employment.]

 

[New Screen, test reading STEM Professionals in Schools would like to thank: Dr David Bird, Senior Research Scientist, DST; Bridget Hosking, Air Traffic Controller, Melbourne Airport; Andrew Gill, Mathematician, DST; Barbara McClure, Postdoctoral Researcher, SAMHRI; Craig Proctor, Fisheries Scientist, CSIRO; Phillip Field, Electrical Engineer (Retired)]

 

[New Screen text reading STEM Professionals in Schools would like to thank: St Peter's Lutheran School; Santa Maria College; Trinity College; Banksia Park International High School; Lansdowne Crescent Primary School; Playford International College]

 

[Fades to black]