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NUFFIELD BURSARIES: A NATIONAL SCHEME FOR HIGH SCHOOL STUDENTS
Cell Biology International 2002, Vol. 26, No. 9, 837–840 doi:10.1006/cbir.2002.0949, available online at http://www.idealibrary.com on
EDUCATION AND TRAINING
NUFFIELD BURSARIES: A NATIONAL SCHEME FOR HIGH SCHOOL STUDENTS FRANCES CHAPMAN* SETPOINT Scotland North, MacRobert Building, University of Aberdeen, 581 King Street, Aberdeen AB24 5UA, U.K. Received 18 March 2002; accepted 28 June 2002
WILLIAM MORRIS AND HIS LEGACY William Morris was born in 1877. He left school at 15 and worked in Oxford, first as a repairer and maker of bicycles, then of motorcycles and finally cars (Morris and MG cars). He was made a baron in 1934, and a viscount in 1938, and took the name ‘Nuffield’ from the Oxfordshire village where he had settled. Lord Nuffield died in 1963. The Nuffield Foundation, his largest benefaction, was founded in 1943. The funds are used mainly to support self-contained projects that advance education or social welfare, often by means of research or practical innovation. For some time, the Foundation has provided funds for a number of first-year University students to carry out research projects. In 1992 the Trustees felt it would be a good idea to extend this scheme to school students, to provide them with the opportunity to carry out research projects during their summer vacation.
research and/or technological development. Almost half of the placements are provided by universities (Fig. 1). The support of project-providers is crucial to the success of the scheme. The projects cover all aspects of science and technology, including: Astronomy/Astrophysics, Biochemistry, Biology, Biomedical Sciences, Chemistry, Computing, Electronics, Engineering, Environmental Science, Geology, Materials Science, Maths, Physics and Veterinary Science. Biology and Biomedical Sciences were the most popular (22 and 16%, respectively, of placements in 2001). The main purpose of the scheme is to offer as many students as possible that are interested in science a chance to work alongside practising scientists. The scheme is not aimed just at those students who are academically strong and who wish to go on to University to follow careers in
NUFFIELD BURSARIES The Nuffield Foundation offers a number of bursaries for British 5th Year Higher and first year A-Level students. In 2001, they provided 415 bursaries. These were supplemented by other organisations including the Wellcome Trust, the Royal Society, the MRC, and the EPSRC such that the total bursaries reached 600. The bursaries allow students to participate in science-based projects in industry, research institutions, hospitals, universities, colleges and other organizations with an interest in scientific *Regional Co-ordinator for Nuffield Bursaries in Scotland. 1065–6995/02/$-see front matter
Fig. 1. Organisations providing placements. 2002 Published by Elsevier Science Ltd.
838
medicine, engineering, etc. Students from less advantaged backgrounds who may never have considered pursuing a career in research are actively encouraged to apply. However, the recruitment of students in each area of the country varies and is affected by a number of factors—the local geography, the types of schools and colleges and the expectations of the project providers. The research opportunities for students in the more rural areas will not be as great as those in large cities where there is a higher concentration of universities and companies with research facilities. Projects available in the rural areas tend to be environmental or ecology-based.
NATURE OF THE PROJECTS The projects normally last for 4–6 weeks over the summer vacation and the students are awarded a bursary of £65 per week ($100), which lasts for the duration of the project. However, from a student questionnaire in 2001, it is clear that there are financial pressures influencing the uptake of bursary placements. Some 50% of the students had to consider very seriously accepting a bursary placement rather than work, which left them short of money during the summer vacation. This is obviously a particular issue with students from less advantaged backgrounds. In order to address this issue, extra funding to supplement the bursary has been made available from some university departments, commercial organizations and Education Action Zones—this has allowed students to participate who might otherwise not have been able to afford to take up a bursary. Girls tend to take up bursaries more than boys (57% vs 43%), especially in the biology and biomedical sciences sector, largely because the level of remuneration for vacation work tends to be less of a priority from them.
FOLLOW-UP Feedback in the form of questionnaires is obtained from project providers, teachers and students at the end of every session. This provides important information on the running of the scheme from all participants in order that improvements can be implemented each year. Of the 2001 student participants: 98% enjoyed the experience and those who did not usually stated that they were given an
Cell Biology International, Vol. 26, No. 9, 2002
inappropriate project or ‘the project did not turn out as expected’ as a reason. 93% found that they learnt some science they felt they could make use of during the remainder of their post-16 studies. They also stated that the experience gave them invaluable insights into science and the way scientists work. This should lead to an increased understanding of the nature of science. 92% also stated that the experience helped them to make a decision about a career in science—reinforcing a prior decision, opening up new possibilities or encouraging them to think again about science as a career. ‘I feel that the experience was something that I will find of benefit in the future in terms of deciding the kind of scientific career I would like to pursue.’ Matthew Mead, Dr Challoner’s Grammar School ‘This project has given me an insight into engineering, has built on practical skills and has encouraged me to do an engineering degree at University.’ Matthew Emmerton, Bishop Wand School ‘Before my daughter Janet started her placement, she was unsure whether she wanted to go to University, let alone have any idea of what subject she wanted to study. This experience has changed her attitude completely—she was full of it, coming out with phrases such as ‘science is exciting’. Thank you for this opportunity and I hope that this scheme can continue for years to come.’ Mrs Sue Chandler, London
In the summer of 1995, 193 students took part in the first pilot of the scheme. Questionnaires were sent to all the participating students in 1998 and in 2001 as a follow-up on their careers and the influence (if any) of the various bursary schemes that had been operating up to then. Ninety-six per cent of the students had achieved BSc, BSc (Hons), MSc or PhDs. The main conclusions from this survey were confirmation of the impression gained from the annual monitoring, that the scheme has been highly successful and had a real impact on the students who take part. It provides them with a unique and invaluable opportunity to take part in scientific research at a time when they are formulating or confirming career and higher education decisions.
Cell Biology International, Vol. 26, No. 9, 2002
839
‘My student has been drifting along somewhat in his A level courses last year. His bursary has provided much stimulation which is evident in a much more determined approach this term.’
BENEFITS TO PROJECT PROVIDERS AND TEACHERS The opportunity for the students to work alongside practising scientists in a research environment was highly valued not only by the students but also by their supervisors and others in their institutions. The scheme appeared to be filling a useful role in maintaining, and possibly expanding, the UK’s science research capacity. The students also identified a number of longterm benefits of the scheme, including new skills, added confidence, insight into research, increased communication skills, broadened knowledge and experience. The success of the scheme has been acknowledged by the project providers: ‘I thoroughly enjoyed working as a project supervisor on this scheme and I would hope that the scheme is greatly expanded over the subsequent years to increase the number of students interested in science, engineering and manufacturing.’ Conal Devenny, Bombardier Shorts Aerospace ‘I believe that this is an excellent way of getting students interested in science/research and I believe it is as much up to the supervisor to show how exciting it can be to do science full-time. It is important to show different aspects of research and to show different ongoing projects in the department to indicate the variety of projects.’ Dr Maria Alfredsson, Royal Institution of Great Britain ‘I think the scheme is an excellent idea and would like to support it by getting the Medical Faculty as a whole to support it.’ Dr Calum McNeil, Department of Clinical Biochemistry, University of Newcastle-uponTyne, U.K. Teachers also benefit from the scheme. It provides them with the opportunity to:
Extend and develop contacts with working scientists in industry and research institutions Gain insight into current research and development Give students ‘hands-on’ experience of science in a real working environment Enhance the science curriculum at the post-16 level Motivate students to actively consider higher education and careers in science. ‘I welcome this imaginative scheme because it will contribute significantly to student progress.’
FURTHER AWARDS The scheme provides the students with opportunities to present their work at various prestigious venues, apart from regional presentations by all of them. The Scottish awardees, for example, gather each August in The Royal Scottish Museum to present posters of their work. In 2001, 15 students presented their projects at the British Association Youth Science Fair. The British Association Young Scientist of the Year Award was won by a Nuffield student who had carried out his project in the Cell Pathology Department at Aberdeen University, and three students won prizes at the European Union Contest for Young Scientists in Bergen, Norway. Overall, the bursary scheme continues to be a very successful scheme and is dependent on the close co-operation of the regional co-ordinators, project providers and schools. It continues to provide a unique opportunity for school students to:
gain real insight into the way science is carried out find out and understand what is involved in research put into practice skills learnt at school and acquire new ones have an enjoyable and rewarding experience that will be highly valued by future employers and admission tutors at centres of higher education.
It has sometimes offered high-school teachers the opportunity to find out what their students do, and encourages them to get future classes to apply, building up an excellent rapport between two or more institutions.
THE FUTURE The Nuffield Foundation provided the initiative and got the Scheme going. Similar schemes have been run by other organizations on a more modest or focused scale, such as the STEP awards initiated by Shell. But the future would be much brighter if several more major foundations, corporations, philanthropists, and governments were able to
840
recognize and act upon the immense value of this ‘look-see’ opportunity at a crucial stage in the maturation of a student. For a young person about to consider tertiary education and a choice of career, it is as valuable to learn early on that a particular avenue may not live up to expectations, and is probably not the correct path for them, just at it can build up the determination to go for a career in science or engineering. Acting as a ‘taster’ or sampler, the scheme has been successful in this sense. The abiding impression of young students at the end of their training is to a large extent comes from the feedback from their teachers, supervisors, and parents. The attitude and behaviour of the young awardees can often radically change after their experience relative to their preconceived notions. In six short weeks, when there has hardly been scarcely enough time to get to know them personally, they have suddenly matured, found out what responsibility is, and realized that it lies very much within their own grasp to determine their future. They quickly learn what it is to be involved in the world of commerce, industry or academe. Thereafter they seem to gain in confidence with every subsequent step. Sometimes we have to turn students away from trying to apply for second bursary. Many do return in subsequent vacations to similar placements, but the Nuffield system operates on the principle of giving the opportunity once and once only to as many as possible. If students do return a second time, the project providers now have to find
Cell Biology International, Vol. 26, No. 9, 2002
resources from elsewhere to engage them. Such occasions are very welcome; it is usually the very best people who return with that abounding enthusiasm shown by initiates who are once again raring to go. Is it the projects themselves that excite them? To some extent, but it is the involvement rather than the project that matters. It is people that we are really investing in, not the projects. The welltrained, enthusiastic young researcher will always find a project without much difficulty; how to set about tackling it is what has been learned, and he or she is much more likely to make a success of it. This is without doubt one of the soundest investments we can make in our future, and a very good return on a relatively small sum of money each year. We certainly could do with many more ‘Nuffields’.
ACKNOWLEDGEMENTS I thank Linda Westgarth of the Nuffield Foundation for her advice and assistance. Many of the details included in this article come from the most recent Nuffield Foundation Annual Report on Science Bursaries for Schools and Colleges. FURTHER READING ://../. ://../// .
EDUCATION AND TRAINING
NUFFIELD BURSARIES: A NATIONAL SCHEME FOR HIGH SCHOOL STUDENTS FRANCES CHAPMAN* SETPOINT Scotland North, MacRobert Building, University of Aberdeen, 581 King Street, Aberdeen AB24 5UA, U.K. Received 18 March 2002; accepted 28 June 2002
WILLIAM MORRIS AND HIS LEGACY William Morris was born in 1877. He left school at 15 and worked in Oxford, first as a repairer and maker of bicycles, then of motorcycles and finally cars (Morris and MG cars). He was made a baron in 1934, and a viscount in 1938, and took the name ‘Nuffield’ from the Oxfordshire village where he had settled. Lord Nuffield died in 1963. The Nuffield Foundation, his largest benefaction, was founded in 1943. The funds are used mainly to support self-contained projects that advance education or social welfare, often by means of research or practical innovation. For some time, the Foundation has provided funds for a number of first-year University students to carry out research projects. In 1992 the Trustees felt it would be a good idea to extend this scheme to school students, to provide them with the opportunity to carry out research projects during their summer vacation.
research and/or technological development. Almost half of the placements are provided by universities (Fig. 1). The support of project-providers is crucial to the success of the scheme. The projects cover all aspects of science and technology, including: Astronomy/Astrophysics, Biochemistry, Biology, Biomedical Sciences, Chemistry, Computing, Electronics, Engineering, Environmental Science, Geology, Materials Science, Maths, Physics and Veterinary Science. Biology and Biomedical Sciences were the most popular (22 and 16%, respectively, of placements in 2001). The main purpose of the scheme is to offer as many students as possible that are interested in science a chance to work alongside practising scientists. The scheme is not aimed just at those students who are academically strong and who wish to go on to University to follow careers in
NUFFIELD BURSARIES The Nuffield Foundation offers a number of bursaries for British 5th Year Higher and first year A-Level students. In 2001, they provided 415 bursaries. These were supplemented by other organisations including the Wellcome Trust, the Royal Society, the MRC, and the EPSRC such that the total bursaries reached 600. The bursaries allow students to participate in science-based projects in industry, research institutions, hospitals, universities, colleges and other organizations with an interest in scientific *Regional Co-ordinator for Nuffield Bursaries in Scotland. 1065–6995/02/$-see front matter
Fig. 1. Organisations providing placements. 2002 Published by Elsevier Science Ltd.
838
medicine, engineering, etc. Students from less advantaged backgrounds who may never have considered pursuing a career in research are actively encouraged to apply. However, the recruitment of students in each area of the country varies and is affected by a number of factors—the local geography, the types of schools and colleges and the expectations of the project providers. The research opportunities for students in the more rural areas will not be as great as those in large cities where there is a higher concentration of universities and companies with research facilities. Projects available in the rural areas tend to be environmental or ecology-based.
NATURE OF THE PROJECTS The projects normally last for 4–6 weeks over the summer vacation and the students are awarded a bursary of £65 per week ($100), which lasts for the duration of the project. However, from a student questionnaire in 2001, it is clear that there are financial pressures influencing the uptake of bursary placements. Some 50% of the students had to consider very seriously accepting a bursary placement rather than work, which left them short of money during the summer vacation. This is obviously a particular issue with students from less advantaged backgrounds. In order to address this issue, extra funding to supplement the bursary has been made available from some university departments, commercial organizations and Education Action Zones—this has allowed students to participate who might otherwise not have been able to afford to take up a bursary. Girls tend to take up bursaries more than boys (57% vs 43%), especially in the biology and biomedical sciences sector, largely because the level of remuneration for vacation work tends to be less of a priority from them.
FOLLOW-UP Feedback in the form of questionnaires is obtained from project providers, teachers and students at the end of every session. This provides important information on the running of the scheme from all participants in order that improvements can be implemented each year. Of the 2001 student participants: 98% enjoyed the experience and those who did not usually stated that they were given an
Cell Biology International, Vol. 26, No. 9, 2002
inappropriate project or ‘the project did not turn out as expected’ as a reason. 93% found that they learnt some science they felt they could make use of during the remainder of their post-16 studies. They also stated that the experience gave them invaluable insights into science and the way scientists work. This should lead to an increased understanding of the nature of science. 92% also stated that the experience helped them to make a decision about a career in science—reinforcing a prior decision, opening up new possibilities or encouraging them to think again about science as a career. ‘I feel that the experience was something that I will find of benefit in the future in terms of deciding the kind of scientific career I would like to pursue.’ Matthew Mead, Dr Challoner’s Grammar School ‘This project has given me an insight into engineering, has built on practical skills and has encouraged me to do an engineering degree at University.’ Matthew Emmerton, Bishop Wand School ‘Before my daughter Janet started her placement, she was unsure whether she wanted to go to University, let alone have any idea of what subject she wanted to study. This experience has changed her attitude completely—she was full of it, coming out with phrases such as ‘science is exciting’. Thank you for this opportunity and I hope that this scheme can continue for years to come.’ Mrs Sue Chandler, London
In the summer of 1995, 193 students took part in the first pilot of the scheme. Questionnaires were sent to all the participating students in 1998 and in 2001 as a follow-up on their careers and the influence (if any) of the various bursary schemes that had been operating up to then. Ninety-six per cent of the students had achieved BSc, BSc (Hons), MSc or PhDs. The main conclusions from this survey were confirmation of the impression gained from the annual monitoring, that the scheme has been highly successful and had a real impact on the students who take part. It provides them with a unique and invaluable opportunity to take part in scientific research at a time when they are formulating or confirming career and higher education decisions.
Cell Biology International, Vol. 26, No. 9, 2002
839
‘My student has been drifting along somewhat in his A level courses last year. His bursary has provided much stimulation which is evident in a much more determined approach this term.’
BENEFITS TO PROJECT PROVIDERS AND TEACHERS The opportunity for the students to work alongside practising scientists in a research environment was highly valued not only by the students but also by their supervisors and others in their institutions. The scheme appeared to be filling a useful role in maintaining, and possibly expanding, the UK’s science research capacity. The students also identified a number of longterm benefits of the scheme, including new skills, added confidence, insight into research, increased communication skills, broadened knowledge and experience. The success of the scheme has been acknowledged by the project providers: ‘I thoroughly enjoyed working as a project supervisor on this scheme and I would hope that the scheme is greatly expanded over the subsequent years to increase the number of students interested in science, engineering and manufacturing.’ Conal Devenny, Bombardier Shorts Aerospace ‘I believe that this is an excellent way of getting students interested in science/research and I believe it is as much up to the supervisor to show how exciting it can be to do science full-time. It is important to show different aspects of research and to show different ongoing projects in the department to indicate the variety of projects.’ Dr Maria Alfredsson, Royal Institution of Great Britain ‘I think the scheme is an excellent idea and would like to support it by getting the Medical Faculty as a whole to support it.’ Dr Calum McNeil, Department of Clinical Biochemistry, University of Newcastle-uponTyne, U.K. Teachers also benefit from the scheme. It provides them with the opportunity to:
Extend and develop contacts with working scientists in industry and research institutions Gain insight into current research and development Give students ‘hands-on’ experience of science in a real working environment Enhance the science curriculum at the post-16 level Motivate students to actively consider higher education and careers in science. ‘I welcome this imaginative scheme because it will contribute significantly to student progress.’
FURTHER AWARDS The scheme provides the students with opportunities to present their work at various prestigious venues, apart from regional presentations by all of them. The Scottish awardees, for example, gather each August in The Royal Scottish Museum to present posters of their work. In 2001, 15 students presented their projects at the British Association Youth Science Fair. The British Association Young Scientist of the Year Award was won by a Nuffield student who had carried out his project in the Cell Pathology Department at Aberdeen University, and three students won prizes at the European Union Contest for Young Scientists in Bergen, Norway. Overall, the bursary scheme continues to be a very successful scheme and is dependent on the close co-operation of the regional co-ordinators, project providers and schools. It continues to provide a unique opportunity for school students to:
gain real insight into the way science is carried out find out and understand what is involved in research put into practice skills learnt at school and acquire new ones have an enjoyable and rewarding experience that will be highly valued by future employers and admission tutors at centres of higher education.
It has sometimes offered high-school teachers the opportunity to find out what their students do, and encourages them to get future classes to apply, building up an excellent rapport between two or more institutions.
THE FUTURE The Nuffield Foundation provided the initiative and got the Scheme going. Similar schemes have been run by other organizations on a more modest or focused scale, such as the STEP awards initiated by Shell. But the future would be much brighter if several more major foundations, corporations, philanthropists, and governments were able to
840
recognize and act upon the immense value of this ‘look-see’ opportunity at a crucial stage in the maturation of a student. For a young person about to consider tertiary education and a choice of career, it is as valuable to learn early on that a particular avenue may not live up to expectations, and is probably not the correct path for them, just at it can build up the determination to go for a career in science or engineering. Acting as a ‘taster’ or sampler, the scheme has been successful in this sense. The abiding impression of young students at the end of their training is to a large extent comes from the feedback from their teachers, supervisors, and parents. The attitude and behaviour of the young awardees can often radically change after their experience relative to their preconceived notions. In six short weeks, when there has hardly been scarcely enough time to get to know them personally, they have suddenly matured, found out what responsibility is, and realized that it lies very much within their own grasp to determine their future. They quickly learn what it is to be involved in the world of commerce, industry or academe. Thereafter they seem to gain in confidence with every subsequent step. Sometimes we have to turn students away from trying to apply for second bursary. Many do return in subsequent vacations to similar placements, but the Nuffield system operates on the principle of giving the opportunity once and once only to as many as possible. If students do return a second time, the project providers now have to find
Cell Biology International, Vol. 26, No. 9, 2002
resources from elsewhere to engage them. Such occasions are very welcome; it is usually the very best people who return with that abounding enthusiasm shown by initiates who are once again raring to go. Is it the projects themselves that excite them? To some extent, but it is the involvement rather than the project that matters. It is people that we are really investing in, not the projects. The welltrained, enthusiastic young researcher will always find a project without much difficulty; how to set about tackling it is what has been learned, and he or she is much more likely to make a success of it. This is without doubt one of the soundest investments we can make in our future, and a very good return on a relatively small sum of money each year. We certainly could do with many more ‘Nuffields’.
ACKNOWLEDGEMENTS I thank Linda Westgarth of the Nuffield Foundation for her advice and assistance. Many of the details included in this article come from the most recent Nuffield Foundation Annual Report on Science Bursaries for Schools and Colleges. FURTHER READING ://../. ://../// .