At Saint Petersburg Mining University, the outcomes of this year’s first season of the federal project "University Shifts" were finalized, featuring the participation of 45 tenth-grade pupils from the Lugansk and Donetsk People's Republics. The participants were able not only to rest but also to feel like students of a top-tier higher educational institution: to acquire new knowledge, interact closely with professors and university students, and—for some—to firmly decide on their future profession.
A rich cultural and educational program was prepared for the school students. Over the course of two weeks, they managed to familiarize themselves with unique scientific centers and laboratories, listen to lectures delivered by leading specialists in their respective fields, participate in hands-on masterclasses, and visit the Sablino training site.
The majority of these young men and women are currently in the process of choosing their future career path; therefore, professional orientation testing and an introduction to the vast diversity of engineering disciplines—many of which can be pursued within the walls of the Mining University—were organized for them. All instructional sessions were carefully adapted to the age of the guests to ensure that complex terminology would not pose a barrier to mastering the material.
The shift was dedicated to the present and future of the fuel and energy complex and the pivotal role that science plays within it. The children caught a glimpse of Antarctica through the eyes of a drilling engineer, touched upon the fundamentals of oil and gas engineering alongside modern hydrocarbon extraction methodologies, and learned the core rules of writing scientific papers. Together with the faculty, the high school students analyzed pressing challenges in the energy sector, tracing their origins: from initial scientific trends, patents, and publications to the actual technological developments implemented by leading energy corporations.
The main goal pursued was to spark schoolchildren’s interest in science and to demonstrate how it changes the world around them and makes life better.
- We wanted the high school students to understand that engineering activity is inextricably linked with science; it is science that forms the foundation of all modern technologies. By engaging in it, one can significantly increase their competitiveness in the labor market, better comprehend the trends and prospects within their field, and, in the future, command a higher salary. Today, many patents and articles are generated not only by universities but by the corporations themselves. The demand for such specialists in business is exceptionally high, - states Yury Zhukovskiy, one of the developers of the "University Shifts" program at the Mining University and Head of the Department of Electrical Engineering and Electromechanics.
Experts note that in schools, children are not always given clear explanations regarding the ultimate practical application of the fundamental sciences, specifically mathematics and physics. Furthermore, schoolteachers, overwhelmed by current administrative duties and lesson plans, are frequently far removed from such topics and, moreover, are not active research scientists themselves. Meanwhile, realizing the necessity of the disciplines being studied at an early stage and not fearing the exact sciences is critically important for a future applicant. This helps them make a conscious choice regarding their major and study with ease and enjoyment.
- Upon entering our institution, our young guests hear the voices of active, real-world researchers. There are things they like and things they do not, but the main thing is that they begin to realize their own preferences and make decisions independently, free from the pressure of schoolteachers or parents, - Yury Zhukovskiy adds.
It is critical not only to create technologies but also to deploy them successfully. In one of the practical case studies dedicated to energy conservation, the participants acted as startup entrepreneurs developing solutions for a "smart home." They were tasked with devising ways for residents to save water and electricity in their apartments using modern technologies. Particular attention was paid to cultivating energy-saving habits among all residents, including children, and explaining its impact on both environmental ecology and personal expenditures. Every participant presented their development to the audience and defended it.
The participants of the shifts also visited the facilities of the Student Creativity Center at the Mining University, where they were provided with a guided tour and a hands-on masterclass. All instructional sessions were specifically designed for "users" with zero prior background or preparation.
Over the course of three hours, under the guidance of the Center’s specialists, the schoolchildren made commemorative souvenirs with their own hands. At the stone-cutting section, they created lapis lazuli figurines with zodiac signs. At the jewelry section, they learned how to make a composite pendant: using tools by hand, the “trainees” cut out a design on a metal blank, then processed and assembled it. At the enamel section, the children created items with hot enamel and beads using the finift technique.
At the end of the day, every participant took home a gift made with their own hands. In this manner, science ceases to be abstract and is embodied in something tangible and beautiful, the Center's instructors note. To witness the final result of one's own labor and to trace how science "flows" into decorative art—that was precisely the primary objective.
- Every item was created not by chance, but through the application of specific techniques, tools, and materials. We explained how and for what purpose they are utilized. Our goal is not to train them to perfection, but to awaken a genuine interest. The opportunity to work with one's hands, sit at a workbench, and master a new tool always sparks immense enthusiasm in children of any age. We hope everyone carried away not only new skills but also a surge of positive energy and confidence in their own abilities. Who knows, perhaps someone will wish to continue studying a particular technique further; we would be absolutely delighted by that, - says Victoria Romanova, Deputy Director of the Student Creativity Center.
An even more informal program was arranged for the high school students by volunteers and members of the "Gornyak" Student Council. The children participated in the "Pioneers" intellectual quiz, the "Trajectory of Opportunities" lecture series, a creative evening, sports competitions, and a ballroom dancing masterclass.
- We took into account that our protégés are school pupils who, from the very first day of the shift, find themselves not only within a professional environment but also on their summer holidays; therefore, we carefully considered not only the content of the program but its formats as well, - explained Anastasia Inozemtseva, Deputy Vice-Rector for the Coordination of Student Associations.
It was decided to organize a volunteer trip to the "Pushdomik" dog shelter in Pushkin. The children cleaned the shelter grounds and enclosures, walked their four-legged friends, and also photographed the animals so that these pictures could be used to help place the pets into new homes later on.
The most interesting aspect was that throughout the entire session, the children were surrounded by a student youth environment—35 individuals drawn from the university's active student body.
- For the first time, we introduced a new role: the 'camp counselor.' Ten individuals from among our experienced, energetic, and active students became guides for the children. The counselors conducted communication intensives, accompanied the groups, helped prepare team displays and performances, and created conditions of maximum comfort and team spirit within the cohorts. A team from the student media center was also assembled. Photographers and videographers did everything possible to ensure that every moment of this packed program was preserved in the schoolchildren's memories, - Anastasia Inozemtseva adds.
And of course, walks and excursions to the iconic landmarks of St. Petersburg were organized for the children. They visited Peterhof, the "Universe of Water" Museum, the Fabergé Museum, and the Sablino Caves in the Leningrad Oblast.
- The Mining University completely amazed me with its architecture and rich history, and the overall atmosphere really disposes you to study. All the classes were fascinating; the professors explained things very accessibly, even for us high school students. For example, the lecture "Antarctica through the Eyes of a Drilling Engineer" was delivered by an instructor who had spent six months there; he told us all about life and conditions in the Far North and about mineral extraction methods. I also vividly remember the lecture dedicated to blasting and explosives—they explained how mining is carried out with their help and demonstrated intriguing scale models and drilling rigs. I want to link my career with the railway, just like my parents, so a lot of the material was understandable and useful to me. Special thanks to the university students who prepared such a great program.
- I am so glad to be right here. I am considering an engineering profession for myself, so I decided to take part in this project to narrow down a specialty. Being here, I realized that I am leaning toward mechanical engineering after all, and I have finalized my choices for the Unified State Exam (EGE) subjects. This is not my first time participating in the "University Shifts"—before this, I visited two other universities. So, I have something to compare it to. I really love that a lot of attention was dedicated to the educational component here; it was interesting to listen to lectures about different fields and discover new things. Even if something is unclear, you can ask a question, and they will explain everything in detail. There is no such thing as being told in response to a question: "I already went over that." Everyone answers gladly.
- Career guidance is a highly relevant topic for me right now, and the exams are still ahead. Therefore, this tourism-and-education trip is an excellent chance to see one of the best technical universities in our country. I don't know who I want to become yet, so I am actively broadening my horizons and am open to everything new. Perhaps one of the proposed tracks will suit me. It’s hard to single out just one thing from the lectures because they are all different, completely unlike one another, and each is interesting in its own way. The university students are incredibly friendly; everyone is ready to answer and show you around. There is absolutely no barrier. I’ve been to other university shifts, and, first of all, there was almost no interaction with the students, and secondly, those students were closed off and not ready to engage. Here, for instance, we just met, exchanged names, and are already talking freely about all kinds of topics. This is very appealing, and everyone is ready to share their experience and tell you something new. Honestly, just because of this attitude toward one another, it makes you want to apply here.
