Information for schools and teachers
About the program
Starting in 2004, In2science is a joint activity between the Faculties of Science at La Trobe University, the University of Melbourne, Monash University, RMIT University, University of Ballarat, Deakin University and Swinburne University of Technology. It is a science-based peer mentoring program involving schools across Victoria.
Through the program, university science students partner with science and mathematics teachers in schools, working directly with school students as role models, and supporting the teachers to develop and implement science-related projects and activities. The current focus is on working with students in Years 5 to 10.
In2science is based upon similar tried and tested programs that operate both in Australia and overseas. Mentoring/tutoring programs in the UK, Israel and Singapore have now become national as the benefits for all involved are realised.
In2science Peer Mentors are young scientists, not trainee teachers. They volunteer for the program, keen to share their enthusiasm for science. They help students achieve in class, and encourage them to consider further study in science.
In2science makes a valuable contribution to science learning in schools. Ideally, school science engages students and inspires them to achieve their best. Students are encouraged to relate science to their lives and interests. They discover that science is not confined to school classrooms or remote laboratories, and that ‘scientists’ are diverse people from a variety of backgrounds. Ideally, the curriculum is enriched by the latest knowledge, techniques and debates in the field. In2science supports schools to provide science teaching that meets each of these objectives.
In2science has a sustained and systemic influence on science teaching in participating schools: teachers are exposed to current science and knowledge that complements their own knowledge; science classes become more interactive; and teachers are more willing to collaborate and share ideas.
The principle is fairly simple in that the values and interests of peers are among the biggest influences on teenagers. The positive influences from peer role models, in an academic context, when sustained can have lasting impact.
Why schools get involved – what do principals say
The passion and enthusiasm that the Mentors bring to the school science environment is considered a defining feature of In2science. For schools, improving students' early experiences of science learning and raising their aspirations for further study are recognised priorities, and the contributions of In2science Mentors are highly valued.
"You know, once they've gone into the profession of teaching,(teachers) may not have kept up with the current areas of science. Some are saying that they don't go out there and discover new things, to learn new things, but that it has been easier for them to engage in conversations with students (Mentors) in, you know, 2nd, 3rd, final year of science courses... to actually have those conversations around what is the most recent technology in biotechnology, and 'what are we engaging with out there?', and to gain that support as well."
School principal
The Mentors are young scientists, their university studies exposing them to the current debates and the most recent research in their fields. Each teacher-Mentor partnership is unique. Hosting a Mentor is not like supervising a trainee teacher.
The value of In2science extends beyond the in-class interactions between Mentors and students. The program can have positive effects upon a school’s science teaching ‘culture’ . Working with Mentors, describing what they plan to do in class, why, and negotiating Mentors’ involvement, promotes reflective practice among teachers. Science classes can become more interactive, and teachers are actively encouraged to experiment and to share ideas.
Peer Mentors are matched to schools that are either local to where they live or to the university campus at which they study. All Peer Mentors undertake a preliminary visit to their allocated school to meet staff, learn about the school and the classes they will be working with. These visits trigger the communication process with the teachers to whom they have been allocated.
All Peer Mentors complete a Working With Children check.
Placements run each semester, with Peer Mentors working with the same classes enabling them to establish a rapport with the students and the class teacher.
Class teachers receive documentation to help them understand the program and to maximise the use of the Peer Mentor in their classroom. Peer Mentors work within the classroom under the direct supervision of the class teacher.
During placements the In2science team make visits to the schools, offering support to both the teacher and Peer Mentor.
The Link Teacher
The Link Teacher is the primary point of contact between the program and the school. Over the years, schools involved in the program have developed a firm and long lasting partnership with the program. The Role of Link Teacher does demand some input of time and good lines of communication need to be established with the member of the In2science Team looking after your school. For more details, see Link teacher's role.
Communicating with In2science
Your school will be one of a large number of schools who participate in the program. It is important that the flow of information is streamlined and smooth, avoiding repetition and misinformation.
The In2science Team will allocate one university representative to be your main point of contact with the program. This does not mean that Mentors placed at your school will solely come from that institution, quite the contrary; many schools will have Mentors from multiple universities. All the Mentors are trained the same and have the same role in the schools.
Communication with schools is usually done via email and through the regular newsletters. Should you have any concerns please contact your In2science coordinator or the In2science Manager - see Contacts.
Program sequence
Program statistics (2008-2011)
Semester |
Sem 2 - 2008 |
2009 |
2010 |
2011 |
2012 |
|
|---|---|---|---|---|---|---|
| Number of Schools | 38 |
44 |
65 |
111 |
||
| Number of Peer Mentor Placements | 85 |
177 |
253 |
456 |
||
| Number of Participarting Teachers | 98 |
208 |
245 |
459 |
||
| Number of Students Being Mentored (approx) | 2618 |
6138 |
6512 |
12056 |
||
| Number of Weeks of Placement (approx) | 11 |
21 |
21 |
21 |
||
| Number of Hours of Mentor Placement (approx) | 170 |
3207 |
4070 |
8039 |