Stories from Oliphant Science Awards Coordinators

Written by Rachel Pillar, Education Officer at SASTA and Science Teacher at Kangaroo Island Community Education

When Isabelle suggested that we should ask our current Oliphant Science Awards (OSA) Coordinators whether they entered projects in the Oliphant Science Awards as students, I was immediately interested. It prompted me to think about how our 140-strong team of OSA Coordinators got involved in the Oliphants in the first place and I was keen to hear people’s stories. So I sent an email to all current Coordinators asking two questions:

1. Did you participate in the Oliphant Science Awards when you were at school?
2. If so, would you be interested in sharing your story to inspire current students?

The responses immediately started flying in and I spent the rest of my afternoon excitedly, and sometimes emotionally, reading people’s stories! This blog post is the first in a series where we will share the history of your involvement in the Oliphant Science Awards. Our aim is to celebrate the diverse experiences of our OSA Coordinators and recognise that we are part of a large team of educators who are driven by the desire to give our students better educational opportunities.

Part 1: Coordinator Involvement in the OSA – A Snapshot

In true science teacher style, I’d better present the results before I start discussing them! At the time of writing this post, 21 educators had responded to my email. This pie chart summarises their experiences:

Much to our delight, four educators responded that they participated in the OSA when they were at school! We will hear from them in subsequent blog posts. Interestingly, two out of the four respondents competed in the games category! I’m very impressed because I know how much time and effort goes in to making a game (I’ve seen it in my own students!). The other two participated in science writing and models and inventions. It appears that our four Coordinators are a creative bunch who enjoyed having opportunities to pursue their own interests…but more on that later.

One educator didn’t participate themselves, but they decided to become a Coordinator after their own children completed projects at school. It’s lovely to hear how our connections and experiences continue to ripple outward, strengthening and expanding the Oliphant community.

I was surprised and grateful to receive many responses from Coordinators who weren’t involved in the OSA as students. What I didn’t foresee was the diversity of people’s backgrounds and reasons why they weren’t involved. Where people gave a reason for their non-involvement, this is indicated by a separate category on the chart. Some completed their schooling interstate or overseas, some were at school when the Competition was in its infancy, and others faced language barriers that affected their confidence to participate. Here are some examples of your responses:

• Oh, how I wish I had participated, unfortunately I did not.
• I was a NSW student so I never had the privilege of participating in OSA as a student. My school didn't partake in any event even similar to OSA, I wish they had!! 
• I haven't done Oliphant Awards as a student, sorry. It's been a long time since I was in school!
• Sadly no. My first experience of OSA was when my daughter was given the opportunity some years ago to enter into it when she was in year 9. The whole science class had to. I have now begun entering in my own students only last year and again this year.
• Unfortunately my school did not participate in the Awards. I was at school in the early days, just after it was established.
• Thanks for the invitation, but no I didn't or I don't remember - it was a loooonnnng time ago!

On a side note, I wonder to what extent language barriers are still an issue for students wanting to participate in our Competition? We have worked hard to try and make the OSA inclusive for people from a whole range of backgrounds. However, there is no doubt that taking on a large independent project can feel overwhelming for some students and families.

For me, and in true science teacher style, there are several conclusions that can be drawn from these results (I know, there’s a small sample size!!). First, students in South Australian schools are lucky to have the support of teachers who genuinely care about science education. Our science teachers are keen to give their students at least the same opportunities as they had at school, if not more. While we frequently hear about the challenges facing education, these responses are also evidence of positive change and the dedication of teachers striving to create better experiences for young people.

Second, there are so many different ways we have become involved in the Oliphant Science Awards. Several of us (myself included) became involved because we wanted to provide opportunities for students to excel and experience extra-curricular opportunities other than sport. Some of us became involved because our children decided to participate in the Oliphants at their schools.

No matter your experience of becoming involved in the Oliphants, so many of you were keen to hear about others’ stories. That willingness to connect and share reflects one of the greatest strengths of the OSA community. Even when teaching can feel isolating or challenging, the Oliphant Science Awards remind us that we are part of a close-knit, supportive network of educators united by a shared passion for science learning. I know that Isabelle, Tegan, Bec and I are incredibly grateful for the contribution each of you makes to science education and to the Oliphant Science Awards community.