Other notable education programs included:

Speakers’ Bureau

• Launch: The Speakers’ Bureau was one of PIR’s original outreach programs (active by the late 1980s) and continued through the 2005–2014 period.

• Purpose & Audience: It was designed to connect researchers and experts with students and the public. Experts (often biomedical or STEM researchers) volunteered to give talks in schools and community settings, aiming to inspire youth and improve public understanding of research. The primary audience was K-12 classrooms (as well as community groups), predating widespread video conferencing.

• Key Outcomes: The Speakers’ Bureau helped establish PIR’s network of volunteer scientists. By the mid-2000s, as PIR’s mandate expanded beyond health science, the bureau included experts from broader STEM fields. It laid groundwork for virtual programs by demonstrating demand for researcher–classroom interactions.

• Delivery Method: Presentations were typically delivered in-person (at schools or events) or via simple teleconference. This face-to-face format was the precursor to PIR’s later video-based outreach.

• Media/Recognition: While not heavily publicized in mainstream media, PIR’s literature consistently cited the Speakers’ Bureau as a core program. It was integral enough to be mentioned in PIR’s internal history and helped PIR gain credibility, setting the stage for the VROC initiative.

Research Me

• Launch: Research Me launched in the late 2000s (during Kevin Cougler’s tenure as PIR’s Program Manager). It was created as a new educational program before 2011.

• Purpose & Audience: The program’s aim was to engage students with research topics through short, accessible media. It targeted middle and high school students, sparking curiosity by exploring scientific frontiers in a student-friendly way. For example, one Research Me video episode titled “The Brain: The Final Frontier” examined neuroscience for a young audience (Partners in Research posted this on their YouTube channel circa 2011–2012).

• Key Outcomes: Research Me produced a series of educational videos highlighting different areas of science and research. By 2012, multiple episodes had been released, helping teachers introduce real-world research into the classroom. The content often featured actual scientists or real scenarios to show “research in action.”

• Delivery Method: This program was delivered as a digital resource – pre-recorded video segments available online. PIR distributed these videos through its website and YouTube channel for use in classrooms or at home.

• Media/Recognition: Though Research Me did not receive broad press coverage, it was an internally acclaimed initiative. PIR leaders cite it as a successful program – Kevin Cougler (who later became PIR’s Executive Director) lists Research Me among the key programs he developed at PIR. The video content also received modest attention on social media/YouTube, indicating engagement by educators.

ExpertBook

• Launch: ExpertBook was officially launched in 2013. On September 6, 2013, Canada’s Minister of Science (FedDev Ontario) visited the University of Waterloo to announce this new platform.

• Purpose & Audience: ExpertBook was an online expert database designed for teachers. Its purpose is to let educators easily find and connect with experts in science, technology, engineering, and math (STEM) fields for their classrooms. By searching the database, a teacher can identify researchers or professionals willing to speak to students on a given topic. The target audience was K-12 teachers (and their students by extension), making expert access more on-demand.

• Key Outcomes: The creation of ExpertBook was a major milestone for PIR/VROC. It broadened the reach of VROC by streamlining how sessions are booked. Key outcomes include a growing roster of experts across Canada and increased ease in organizing classroom video calls. The launch itself was high-profile – it garnered support from the federal government, which had provided nearly $1 million in funding for VROC expansion. By 2013, officials touted ExpertBook as a tool to connect even remote or underserviced schools with experts.

• Delivery Method: ExpertBook is a digital platform (web-based directory). Registered teachers can log in, search for experts by subject, and request a video conference or interaction. It essentially became the backbone for scheduling VROC sessions in a more automated way.

• Media/Recognition: The launch of ExpertBook received media attention in education and government circles. The University of Waterloo profiled it in a news article (highlighting a Waterloo biologist’s involvement), and the Government of Canada issued a news release about supporting PIR’s innovative STEM outreach. This recognition underscored ExpertBook as an important advancement in connecting classrooms with real-world experts.

Mentor Me

• Launch: Mentor Me was initiated in 2010 as part of VROC’s program expansion, and the first cohort of the program rolled out in September 2011.

• Purpose & Audience: This program provided long-term mentorship for high-performing science students. Its purpose was to connect secondary students (typically those who have shown strong aptitude or interest in science) with a mentor expert for an extended period. The target audience was senior high school students seeking enrichment. Mentors could be scientists, engineers, healthcare professionals or researchers, acting as role models and guides.

• Key Features/Outcomes: Mentor Me arranged one-on-one (or small group) mentor relationships lasting half an academic year to a full year. Students went through an application process to be matched with a suitable mentor, ensuring commitment on both sides. A dedicated Mentor Me website (mentorme.vroc.ca) was set up for information and sign-ups. Key milestones include the pilot launch in 2011 and uptake by dozens of expert mentors. During the 2010/11 academic year, PIR noted that dozens of researchers participated in VROC programs like Mentor Me. The program’s success was in providing intensive guidance – mentors helped students with their studies, answered questions about careers, and often inspired students to pursue post-secondary research paths.

• Delivery Method: Interactions were primarily via videoconference (and email), scheduled regularly over the mentorship term. This virtual model allowed students across Canada to be mentored by “world-class researchers” remotely, something PIR saw as putting students “at the forefront of e-learning”.

• Media/Recognition: Mentor Me was highlighted in PIR’s announcements and press releases as a flagship new program. PIR and VROC promotional materials in 2010–2011 proudly describe Mentor Me’s launch. The program is also noted in a VROC newsletter as a “new educational initiative” with details on its goals. While Mentor Me itself did not receive broad media coverage, it was recognized internally and by partners as fulfilling a deeper mentorship need. (The 2011 VROC E-News announced “New Mentoring Program Announced – Mentor Me”, and the Wikipedia entry on VROC cites Mentor Me’s introduction in 2011 as a significant addition.)

Science Careers Weekly

• Launch: Science Careers Weekly began in 2011. The first episodes were recorded in spring 2011 – for example, Episode One (featuring a geneticist, Dr. Thomas Merritt of Laurentian University) was recorded on May 17, 2011.

• Purpose & Audience: This was a weekly video podcast series showcasing careers in science. Each week, a different science professional (researchers, academics, industry scientists, etc.) was interviewed about their career and how it connects to school science topics. The target audience was high school students and teachers, to expose them to “what is the career of a Geneticist all about,” as well as many other science career paths. The goal was to inspire students by profiling real scientists and to highlight the diverse opportunities in science-related fields.

• Key Content/Outcomes: Notable early episodes included discussions on genetics (with Dr. Merritt) and on diversity in science outreach (with a Faculty of Science dean). Over time, Science Careers Weekly featured numerous guests – a VROC newsletter noted several “notable guests” such as Dr. Doug Jones, Dr. Graeme Hunter, Dr. Len Piché, and others from various universities. This series became a rich library of career-focused interviews. A key milestone was simply sustaining weekly episodes, which by 2012 had accumulated dozens of episodes (episode numbers suggest over 70 by mid-2012). Science Careers Weekly was one of the established offerings mentioned in official reports; for instance, a 2011 Government of Canada backgrounder acknowledged that VROC “offers weekly podcasts in…Science Careers” as part of its outreach.

• Delivery Method: Episodes were recorded as video podcasts (some in a studio or even on location) and made available online. PIR hosted these on a dedicated site (the newsletter references accessing shows online) and on platforms like Vimeo/YouTube. The format was often an informal interview or talk show style, sometimes even involving live student audiences or co-hosts from education (teachers) alongside the expert.

• Media/Recognition: While primarily an in-house educational series, Science Careers Weekly did receive recognition in the education community. PIR’s newsletters highlighted successful episodes and guests. The program also aligned with broader STEM career initiatives, earning mention in FedDev Ontario’s funding announcement as a valuable component of VROC’s programming. Its episodes featured well-known science communicators – for example, “The Germ Guy” (microbiologist Jason Tetro) appeared in an episode – which gave the series external visibility among science outreach circles.

Engineering Careers Weekly

• Launch: Engineering Careers Weekly was introduced around 2011–2012, as PIR expanded its career-focused content. (By late 2011, PIR was producing weekly podcasts in “Engineering Education,” which corresponds to an engineering careers series.) It likely ran in parallel to Science Careers Weekly once sufficient content and hosts were in place.

• Purpose & Audience: This program mirrored Science Careers Weekly but focused on engineering fields. Its purpose was to profile engineers and engineering researchers, illustrating the variety of engineering disciplines and career paths for students. The target audience was high school students, especially those interested in engineering or applied science, and their teachers. By featuring professional engineers, the series aimed to answer questions like what different types of engineers do and how classroom science/math relate to real engineering work.

• Key Content/Outcomes: Engineering Careers Weekly featured guests from various engineering sectors. For example, Engineers Canada’s then-CEO Chantal Guay was heavily involved in VROC programming; she often spoke about engineering careers (she co-hosted This Week in Engineering and Education and answered student questions about diverse engineering fields). Those appearances exemplify the kind of content likely covered in Engineering Careers Weekly – e.g. explaining emerging fields (“mechanosynthesis” came up in discussion, showing how deep the Q&A could go with students). A notable milestone was establishing a consistent pipeline of engineers to interview; by 2012, PIR had partnerships with engineering faculties and organizations to supply experts. The FedDev Ontario backgrounder implicitly acknowledged this weekly engineering outreach as part of VROC’s offerings in STEM education.

• Delivery Method: Like its science counterpart, this was delivered as an online video podcast series. Episodes were either live-recorded videoconference interviews or studio discussions broadcast weekly. PIR leveraged its relationships with universities – for instance, the University of Western Ontario provided a videoconferencing studio weekly for VROC’s four podcasts (science, technology, engineering, and careers series). This support made the regular production of Engineering Careers Weekly possible.

• Media/Recognition: Engineering Careers Weekly itself had a niche audience (schools and the engineering education community). It did not receive mainstream media headlines, but it was showcased within PIR’s network and partner institutions. The involvement of prominent figures like Engineers Canada’s CEO gave it credibility. PIR’s internal newsletters and annual reports likely noted the series as a key achievement in promoting engineering. Additionally, the program contributed to PIR/VROC winning continued support; for example, demonstrating a focus on engineering careers helped satisfy the goals of federal STEM outreach funding in 2011.

Why Math?

• Launch: Why Math? was launched in 2012 as a new series, funded by a late-2011 grant. The FedDev Ontario “Youth STEM” investment explicitly enabled PIR to add the Why Math? weekly series to its lineup. By 2012–2013 the series was in production (episodes began appearing around 2013, with at least 13 episodes produced in its initial run, per Partners in Research media).

• Purpose & Audience: Why Math? is a video series designed to show students how mathematics is used in real life and why it matters. It targets middle and high school students (and their teachers) to answer the perennial student question, “Why do we need to learn this math?” Each episode highlights practical applications of math or math-based careers. The goal is to increase appreciation for math and illuminate career pathways in mathematics (or fields where math is crucial).

• Key Content/Outcomes: Episodes of Why Math? featured a wide range of contexts – for example, one episode showed how math is vital in wildlife research at the Toronto Zoo (focusing on animal reproduction statistics), and another explored how Cirque du Soleil’s event planning uses math for scheduling and logistics. This variety of scenarios demonstrated math in action. An important outcome was creating a library of relatable examples that teachers could use to motivate students. By 2014, Why Math? had delivered numerous episodes (the series had well over 10 episodes, featuring experts like zoo biologists, financial analysts, engineers, and even professionals in sports or arts applying math). The creation of Why Math? was itself a milestone for PIR – it filled a gap in their STEM offerings by specifically addressing mathematics, a subject often left out of science career discussions.

• Delivery Method: Why Math? was produced as a digital video series, much like the other “weekly” podcasts. Segments were likely 5–15 minutes, often in a mini-documentary style or interview format at the expert’s location. These videos were distributed online (via PIR’s website and YouTube). Teachers could play them in class or students could watch on their own. The FedDev funding also ensured these resources were translated to serve French-language schools as well.

• Media/Recognition: The launch of Why Math? was noted in the FedDev Ontario news release as a key new initiative, indicating high-level recognition of its importance. Within education circles, Why Math? was well-received as it directly supported curriculum goals of making math relevant. Some episodes involved notable organizations (e.g. a major zoo or an entertainment company), indirectly garnering positive attention for the program through those partners’ involvement. While there may not have been standalone news articles about Why Math?, it was promoted through PIR/VROC newsletters and by word of mouth among math educators as a useful engagement tool.

Reaching Every Student

• Launch: Reaching Every Student (RES) was the core videoconferencing program of VROC. It effectively launched with VROC in 2005–2006, when PIR first began linking researchers with classrooms via video. The name echoes the Ontario education strategy “Reach Every Student,” and PIR adopted it to emphasize inclusivity.

• Purpose & Audience: The purpose of Reaching Every Student was to bring live researchers into classrooms to enrich science and STEM education for grades 5–12. Its mission was to “reach every student” by overcoming geographic barriers – urban or rural, all students could have direct interactions with scientists. Target audience was K-12 students (primarily upper-elementary to high school) and their teachers, integrating expert Q&A sessions into the curriculum. The program aimed to inspire interest in STEM and illuminate career possibilities by letting students talk to “world-class researchers” in real time.

• Key Outcomes/Milestones: This program grew steadily from 2005 onward. By late 2011, it had delivered over 400 live video sessions, mostly in Ontario schools. A major milestone was the 2010–11 expansion into British Columbia: the B.C. government’s Year of Science initiative partnered with VROC for a pilot that connected numerous BC classrooms with experts via video (this pilot ran for three months in 2011 and was deemed a success). In November 2011, FedDev Ontario awarded PIR nearly $1 million to massively scale up Reaching Every Student in Southern Ontario. With that funding, PIR planned 2,700 additional video conferences over 2.5 years, reaching ~67,500 more students and 800 new experts – a testament to RES’s impact. Another milestone was translating the VROC/RES website and materials to French to reach Franco-Ontarian schools.

• Delivery Method: Live videoconferencing is the crux of Reaching Every Student. Classrooms use equipment (initially high-end units, later also desktop software) to connect with an expert for a scheduled session of typically 30–60 minutes. These were interactive: students could ask questions and engage in discussion. Essentially, RES is the operational program that schedules and delivers these Virtual Researcher On Call sessions. PIR coordinated with a network of universities (by 2011, 23+ partner institutions across Canada) to source volunteer experts. Sessions might be one-off “virtual field trips” or part of themed series. The program’s name highlights its commitment to reach all types of learners (for example, PIR emphasized that even remote Northern communities or small schools could participate).

• Media/Recognition: Reaching Every Student, as the flagship VROC experience, received significant recognition. It was featured in government announcements — the Government of Canada’s 2011 news release specifically praises RES for using innovative tools to teach students about STEM careers. In British Columbia, the Education Ministry lauded the VROC pilot for getting students excited about science, with officials noting it helps achieve the goal of engaging youth in science. School boards and universities also acknowledged the program; for instance, the University of Western Ontario credited itself as a long-time supporter of RES/VROC, providing studio facilities and encouraging faculty to participate. The phrase “Reaching Every Student” resonated with educators as it aligned with inclusivity and equity in STEM education, bolstering PIR’s reputation in the academic community.

On The Fly

• Launch: On The Fly was introduced by around 2012 as an innovative twist on the VROC model. By the Fall 2012 semester it was in use, as teachers began reporting experiences with the program in early 2013. It emerged from PIR’s drive to provide more flexible, in-depth connections between classes and experts.

• Purpose & Audience: The purpose of On The Fly is to match a specific classroom with a researcher for multiple informal interactions over a term. Unlike one-off video calls, this program gives students repeated access to the same expert, almost like having a “virtual scientist-in-residence” for a semester. The audience is typically a single class (e.g. a Grade 11 biology class) that signs up to be paired with an expert in a relevant field. The goal is to allow deeper mentorship at the class level – students can follow up with the researcher periodically, ask new questions as their coursework progresses, and build a rapport. The name “On The Fly” suggests a degree of spontaneity and flexibility in these interactions.

• Key Outcomes: Teachers who used On The Fly reported highly positive outcomes. For example, a Toronto teacher wrote that his biology class was virtually paired with Dr. Ilona Skerjanc (a University of Ottawa professor) for a semester, with multiple check-ins via video. Students were “highly engaged,” asked insightful questions, and gained exposure to cutting-edge research (like stem cell research) directly connected to their curriculum. They also received mentorship in terms of career and academic advice – Dr. Skerjanc discussed her own career path and work-life balance in science, which students found valuable. This depth of interaction is a key highlight: On The Fly effectively turned a regular classroom into an interactive learning partnership with a scientist. A milestone for the program was simply validating that such sustained virtual mentorship at class-scale is feasible and beneficial. By fostering ongoing relationships, it complemented the one-time RES sessions and the individual Mentor Me program.

• Delivery Method: On The Fly operates via a series of scheduled video conferences (and possibly emails) between the class and the expert over several months. PIR used ClearSea (a desktop videoconferencing software) to facilitate these connections in 2012–2013. The frequency and timing of “check-ins” could be arranged to fit the class’s needs (hence “on the fly”). This might include an introductory call, a mid-term Q&A, a project consultation, and a wrap-up session, for example. The program thus requires a commitment from the expert and the teacher to maintain communication throughout the term.

• Media/Recognition: On The Fly did not receive formal media coverage, but it was praised in education circles. The detailed blog post by an involved teacher is effectively an external testimonial describing it as a “great experience” that enriched his class significantly. This kind of word-of-mouth and conference presentations by teachers helped spread awareness of On The Fly. The program’s success likely contributed to PIR’s credibility and may have been discussed at education technology forums. It demonstrated PIR’s leadership in adopting flexible, relationship-based learning approaches using video calls.

Ask The Expert

• Launch: Ask The Expert was launched in 2010 as one of VROC’s new programs that year. It was introduced alongside Mentor Me and the weekly science podcast as part of PIR’s strategy to broaden outreach tools.

• Purpose & Audience: The purpose of Ask The Expert is to give students (or teachers) a quick way to get answers to science questions from real experts. In essence, it’s a Q&A service: students can pose questions that don’t require a full classroom session, and an appropriate expert will provide an answer. The target audience was broad – any curious student or teacher in need of expert input on a topic, likely spanning grades 5–12. This program aimed to foster curiosity and satisfy it on demand. For example, if a class had an interesting question that arose during a lesson, they could submit it and later receive an expert’s response.

• Key Features/Outcomes: Ask The Expert established a mechanism (an online form or email) to collect questions and route them to volunteer experts. One outcome was the creation of a repository of answered questions – effectively an FAQ resource growing over time. It also kept experts engaged in outreach with minimal time commitment (they could answer questions asynchronously). The program was considered a key part of VROC’s 2010 expansion. It filled a niche for ad-hoc inquiries, complementing the scheduled video sessions. Over the 2010–2014 period, Ask The Expert was used to address many “bite-sized” inquiries from classrooms, helping students get authoritative answers that might not be available in textbooks.

• Delivery Method: This program was delivered digitally – via the VROC website. Teachers or students would submit questions through a web portal. Experts in the ExpertBook directory (once that came online in 2013) could also be tapped to answer questions in their field. Responses would be sent back by email or posted publicly for others to learn from. In some cases, Ask The Expert might also have been done live (e.g., a moderated live chat or a segment in the weekly podcasts where an expert addresses a submitted question), but primarily it was an asynchronous service.

• Media/Recognition: Ask The Expert was mentioned in PIR’s press communications as a significant innovation. The 2010 announcements of VROC’s growth highlighted that “Ask The Expert” was being initiated as a new way to connect students with science professionals. This gave PIR a talking point in media interviews about how students could get answers from “real scientists at the click of a button.”  Ask The Expert’s inclusion in VROC’s suite was often noted by educational partners. For instance, university partners and school boards listing VROC offerings would describe that teachers can either book a video call or simply ask an expert a question. This program’s value was thus recognized in the education community as a flexible, accessible outreach tool.