Remote3: Informing and Influencing a new Generation to STEM Careers

The proposed fellowship aims to lead a major expansion of the successful STFC Spark Award "Remote Sensing in Remote Environments by Remote Schools" (Remote3) project in three threads. Remote3 targets 11-14-year-olds, located across some of the most remote communities of Scotland. It challenges them to design and build rover-like robots, and then to programme them to operate them from their schools, remotely exploring the STFC Boulby underground 'Mars yard' located 1.1 km underground.

The project aims to inspire innovation and creative design, develop digital skills, encourage team-work, team-building and oral & written presentation skills, as well as to provide awareness of the remarkable ongoing front-line scientific activity taking place across the UK and overseas. In doing so I want to encourage the next generation of young people into a career in STEM subjects.

The first thread is to work with the Scottish Universities Physics Alliance (SUPA) and other institutions to establish regional hubs for Remote3 so that the programme can be accessible to more schools, in particular those schools in under-served communities in the most socioeconomically-deprived areas of the UK.

The second thread of the project will be the creation of a badge, based around completion of a set of challenges on the theme of Remote Exploration of Space. Working with uniform groups (guides, scouts, etc), children and young adults from across the UK will be able to achieve a badge to indicate completion of the challenges.

The third thread of the project will see the creation of free online activities and networks to support intermediate and advanced long-term engagement with the Fellowship objectives. Additional complementary activities will include regular review of progress, building and leadership of networks to expand the project's reach, continuing professional development of the Fellow, and reporting and dissemination of experience and knowledge at national conferences.

I will use this vibrant programme of public engagement as an opportunity to support other researchers and technicians within the University of Edinburgh and SUPA to become involved with Public Engagement. By regularly reporting and celebrating the project, backed with strong evidence of impact, I will support the embedding of public engagement across the community.

I will use the project activities as a case study and catalyst for discussion within the DMUK network, leading workshops to develop a wider public engagement programme.