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Project-based and Synoptic Modules
Many undergraduate courses include a final year assessment which intends to bring together the students knowledge and skills built up over the duration of the course. Traditionally this was done through a final year individual dissertation but alternatives such as group projects, or vocational training (for example, teaching in schools) may aid the transition from education to employment. This workshop will examine the role and effectiveness of these capstone modules. Questions to discuss will include:
- Should they draw together the different strands of mathematics built up over a modularised course, or should they specialise in deepening understanding in a narrow field of research,
- Should they be forward-looking and prepare students for employment or postgraduate research?
- How do we equip students in the early years of a degree for capstone modules?
- Are there innovative ways to assess knowledge and skills at the conclusion of a course?
- How can we involve industry to make the training and assessment more authentic?
- Should the modules focus on individual work or team work?
- Should they be a small or large component of the final year?
Current timetable (final details TBC)
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10:00
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Registration opens (Room C30, Physics Building, University Park Campus)
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10:30
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Welcome
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10:45
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Speaker: Peter Rowlett (Sheffield Hallam University)
Title: Open-ended, messy student projects: developing skills and confidence
Abstract: The Mathematics degree programme at Sheffield Hallam University has a strong skills and employability thread, aiming to develop skills that will assist students throughout their careers, developed alongside technical content, making use of project-based learning. One project asks students to propose a solution to a surveillance problem set by a fictitious client who is building a museum, to be solved using an unfamiliar method studied through independent research. This has been run in different contexts, including in the last three academic years being reinvented to run online due to the pandemic. The maths isn't very hard for the level, but the teaching and assessment focuses on aspects students tend to struggle with: the maths doesn't straightforwardly give an unambiguous correct answer; findings must be packaged for different audiences with different goals and different levels of mathematical understanding; students are asked for an honest appraisal of the suitability of a fairly flawed method. The aims are to develop and assess a broader range of skills and develop confidence in learning and applying new areas of mathematics when needed. This talk will outline the project and its implementation and discuss student reactions to it.
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11:15
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Speaker: Elinor Jones (University College London)
Title: A review of group-based methods for teaching statistics in Higher Education
Abstract: The teaching of statistics in higher education in the UK is still largely lecture-based. This is despite recommendations such as those given by the American Statistical Association's GAISE report that more emphasis should be placed on active learning strategies where students take more responsibility for their own learning. One possible model is that of collaborative learning, where students learn in groups through carefully crafted 'problems', which has long been suggested as a strategy for teaching statistics. In this talk, I review two specific approaches that fall under the collaborative learning model: problem- and team-based learning. I consider the evidence for changing to this model of teaching in statistics, as well as give practical suggestions on how this could be implemented in typical statistics classes in Higher Education.
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11:45
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Break
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12:00
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Contributed & lightning talks
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13:00
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Lunch
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13:45
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(Maths, A17 Seminar Room)
Speaker: Ewan Russell (University of Liverpool)
Title: Capturing the effects of mathematics project modules on student confidence and development - a formal case study
Abstract: This session will describe the development and delivery of a project-based module which provides final year mathematics students with opportunities to enhance their employability skills. The module has been running and evolving for 10 years. At the University of Liverpool, the module has developed as a fruitful collaborative effort between the Department of Mathematical Sciences, Careers and Employability at the University of Liverpool, and a range of employers. Employers have been very keen to become involved in designing mathematical group projects in collaboration with the module leader. Employers have also provided valuable input when designing assessment tasks which are typical of those required in industry.
The module focuses not only on the development of problem-solving approaches, but also on the communication of mathematical ideas, skills awareness and individual skills development through tackling rich mathematical group projects. A formal study was undertaken to investigate student perceptions of their own skills development on completion of the module. The study was conducted over several cohorts and the results will be discussed in detail during the session. Plans for widening the study will also be considered.
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14:15
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Speaker: Ksenia Shalonova (University of Bristol)
Title: Summative assessment of problem solving skills in Statistics and Calculus
Abstract: Although open-ended investigations are a crucial component in mathematics curricula, a summative assessment of problem-solving skills is still a big challenge.
Firstly, I will discuss a recently developed Applied Statistics unit for the engineering students at the University of Bristol. The unit was designed to provide students with practical experience in using statistical methodologies to solving real-world problems. The unit, highly rated by students, was assessed in two ways. In addition to using coursework for testing problem-solving skills, the written exam also included an open-ended question. I will discuss the challenge of testing problem-solving skills in the written examination both from the students’ and teachers’ perspective. The talk will outline (1) a mark scheme that rewards a problem solving process (2) external examiner’s comments (3) exam results and (4) a final students’ feedback.
Secondly, I will review a new Introductory Mathematics unit at the International Foundation Programme. The new unit has a strong emphasis on mathematical modelling tasks where students apply algebra and basic calculus for solving real-life applications in economics, physics and sociology. I will include sample questions that were designed to teach students that challenging real-life problems do not necessarily require difficult mathematics.
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14:45
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Round table discussions over refreshments
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16:00
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Close
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Directions to and from University Park Campus
Between campuses
By free campus hopper bus service:
The University operates a Hopper Bus Service between Jubilee Campus, University Park, Sutton Bonington Campus and Royal Derby Hospital Centre. You can view the Hopper Bus timetables online.
All our campuses have cycle parking facilities and those within the City have links to numerous cycle paths.
From Nottingham (approximately 3 miles)
By public bus services:
There are a number of public services that run close to or through our campuses.
Further details on public bus services to The University of Nottingham.
By taxi:
There are taxi ranks throughout the City Centre and immediately adjacent to the main railway and bus stations. The journey to the campus takes about 15 minutes.
From Beeston (approximately 1.5 mile)
For University Park campus, the bus stop closest to the train station is ‘Beeston Rylands, adj Laburnum Grove’ (on Meadow Road) for Trent Barton’s route 18 service.
Alternatively, the more frequent Indigo service operated by Trent Barton goes from ‘Beeston (Notts), opp Queens Road’ (on Station Road) – a 5 minute walk from the train station.
From East Midlands Airport (approximately 10 miles)
From East Midlands Airport you can take the Skylink service, run by Trent Barton, towards the City Centre. Buses leave from outside the Airport Arrivals hall.
You can also walk to the taxi rank on the terminal forecourt and take a direct taxi to the University. The cost of a single/one way journey is approximately £20. Taxis are normally available 24 hours.
From M1 motorway:
By car:
Leave the M1 motorway at Junction 25 to join the A52 to Nottingham. Turn right at The Priory roundabout (about 4 miles from M1), then left at next roundabout to enter the University's West Entrance.
Car parking on campus:
Visitors to the University will be required to use the pay and display facilities.
Parking charges are:
- Up to 30 minutes (free)
- 2 hours (£3.00)
- 4 hours (£5.00)
- All day (£7.00)
Restrictions will apply in some locations.
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When driving to University Park Campus via satellite navigation, please use NG7 2QL as the postcode.
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Campus contact details
University Park
Nottingham
NG7 2RD
UK
telephone: +44 (0) 115 951 5151
fax: +44 (0) 115 951 3666