Carol L. Robinson

'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades.

Predicting performance of first year engineering students and the importance of assessment tools therein

Abstract In recent years, the increase in the number of people entering university has contributed to a greater variability in the background of those beginning programmes. Consequently, it has become even more important to understand a student’s prior knowledge of a given subject. Two main reasons for this are to produce a suitable first year curriculum and to ascertain whether a student would benefit from additional support. Therefore, in order that any necessary steps can be taken to improve a student’s performance, the ultimate goal would be the ability to predict future performance. A continuing change in students’ prior mathematics (and mechanics) knowledge is being seen in engineering, a subject that requires a significant amount of mathematics knowledge. This paper describes statistical regression models used for predicting students’ first year performance. Results from these models highlight that a mathematics diagnostic test is not only useful for gaining information on a student’s prior knowledge but is also one of the best predictors of future performance. In the models, it was also found that students’ marks could be improved by seeking help in the university’s mathematics learning support centre. Tools and methodologies (e.g. surveys and diagnostic tests) suitable for obtaining data used in the regression models are also discussed.

Recruitment and retention of students–an integrated and holistic vision of mathematics support

Students’ lack of preparedness for the mathematical demands of higher education is affecting a wide range of programmes in universities worldwide. In the UK this has been recognized at the highest levels and provoked several inquiries. The ability to use mathematics in courses as varied as nursing, biosciences, and business is an essential skill for success. Any factors that diminish students’ ability to perform competently will impact upon large groups. Consequences include failure, loss of self-esteem and financial losses. Conversely, strategies that improve performance lead to improvements in retention, progression and cost-effectiveness. This article details the way a research-led university has faced the challenges and brought mathematics support high up its strategic agenda, leading to a university-wide support strategy. It describes the implementation of this strategy and shares experiences gained for the benefit of policymakers and practitioners who are interested in enhancing their own institution-wide support provision.

Student Voice as a Contested Practice: Power and Participation in Two Student Voice Projects.

This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of student voice work are four core values: communication as dialogue; participation and democratic inclusivity; the recognition that power relations are unequal and problematic; and the possibility for change and transformation (Robinson & Taylor, 2007); the second article focused on a theorization of power and participation within student voice work (Taylor & Robinson, 2009). This article explores how power and participation manifest themselves within the operation of student voice projects and considers the micro-processes at play when implementing student voice work within schools. The article concludes by questioning whether student voice work provides a genuine means through which change in schools is initiated.

Solvent extraction and adsorptive bubble separation of metal ions from aqueous solution—I: Solvent extraction using carboxylic acids and their salts as extractants

Abstract Solvent extraction of copper(II), nickel(II) and cobalt(II) from aqueous solution into organic phases containing long-chain carboxylic acids or their salts has been studied using equilibrium distribution measurements and spectroscopy to elucidate the nature of the species extracted. In non-polar solvents, such as heptane, the complexes ( CuR 2 ) 2 ( RH ) 2 , ( NiR 2 ) 2 ( RH ) 4 and ( CoR 2 ) 2 ( RH ) 4 appear to be the main extracted species at high ratio of acid to metal, but other species become important as the ratio is decreased. Analysis of extraction data by regression methods has been found to be a useful complement to graphical methods especially when mixed complexes are present. In the more polar solvent octan-1-ol, extracted nickel(II) species appear to be predominantly monomeric in the extraction conditions studied. Exchange extraction of nickel(II) using potasium and sodium versatate is compared with solvent extraction using versatic acid.

Student engagement: what does this mean in practice in the context of Higher Education Institutions?

Purpose – The purpose of this paper is to consider recent developments in student engagement practices within higher education institutions (HEIs) and to reflect upon the practical reality and challenges faced by HEIs as they develop such practices. Design/methodology/approach – Consideration is given to theoretical understandings around institutional and social power relations and to the influence such relationships can have on the development of student engagement practices within HEIs. The work of Giroux, Freire and Foucault is drawn upon to help develop and deepen understanding of the power relationships at play within HEI student engagement practices. Findings – It is argued that the power imbalance ingrained within student‐tutor relationships serves to constrain how students act and respond in the presence of tutors, and this can have significant implications in terms of the extent to which student engagement practices genuinely capture the perspectives, interests and visions of students. Practical implications – Thought needs to be given to how HEIs will balance student engagement with academic work. The historical hierarchical staff‐student relationship will need to be challenged and re‐defined as some staff and students move outside of their comfort zones in order to work as partners and develop mutual understandings around, for example, practices of assessment, curriculum and teaching, and seek to improve the quality of students HEI experiences. Originality/value – The paper develops and deepens our understanding of the power relationships at play within HEI student engagement practices and opens up debates about the potential of student engagement practices in HEIs and the related dilemmas which surround the development of such practices.

Mathematics lecturing in the digital age

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

Solvent extraction and adsorptive bubble separation of metal ions from aqueous solution—II: Adsorptive bubble separation of nickel(II) using carboxylic acids and their salts as collectors

Abstract The removal of nickel(II) from aqueous solution has been studied by the adsorptive bubble separation processes of solvent sublation and foam fractionation using long-chain carboxylic acids and their salts as collectors. The effects of ionic strength, collector: metal ratio and pH on the efficiency of the removal process are reported and a comparison is made with a solvent extraction process using the sodium salt of the long-chain acid dissolved in octan-1-ol as extractant.

Staff Perspectives on the Use of Technology for Enabling Formative Assessment and Automated Feedback

Abstract Academic staff from the Mathematics Education Centre (MEC), Loughborough University began using Electronic Voting Systems (EVS) to teach Mathematics to undergraduate Engineering students in the 2007/2008 academic year. Staff members from other departments at the University, such as Geography, Chemical Engineering and Information Skills, have also been using EVS. This study was designed to investigate the views of affected staff about the use of EVS in lectures and associated pedagogic implications. The results show that EVS is generally seen as an effective teaching tool, as its use can enhance student engagement by increasing their participation in class, give lecturers valuable feedback on student understanding, make the classroom more ‘fun’, and enable lecturers to change teaching practice and curriculum in response to student feedback. However, there are technical and pedagogical issues to be overcome in realising the full potential of EVS.

A Pre-Sessional Course: Retaining Engineering Students through Mathematical and Transferable Skills Support

Loughborough University is offering support to engineering students with non-traditional mathematics backgrounds in the form of a mathematics and engineering key skills pre-sessional course. The paper describes the planning and implementation of the pilot pre-sessional course and reflects on the lessons learnt and the effectiveness of this intervention.