Glynis Perkin

The Mathematics Learning Support Centre at Loughborough University: staff and student perceptions of mathematical difficulties

Abstract From a census of academic and academic-related staff in the School of Mathematics at Loughborough University, most of whom work in the Mathematics Learning Support Centre, and a survey of the students who frequently use this facility we investigate the difficulties that are encountered with mathematics and the growing need for support with this subject. This paper reports the raw data results obtained from a selection of the questions that were posed. Responses were obtained from 29 mathematics staff and 37 students from mathematics, engineering and physics departments. We detail findings from the questions pertaining to perceptions of pre-knowledge, areas of difficulty and reasons for using the Centre. The results show that in some cases the opinions and perceptions of staff and students are almost diametrically opposite and in some cases students are unaware that the difficulties they are experiencing stem from a lack of fluency in areas of basic mathematics. What is also shown is that staff need to be aware of the mathematical content contained in the wide range of qualifications that students may enter university with. These findings have important consequences for those involved with mathematics education in the Higher Education sector and will also prove informative for universities who provide similar support.

Evaluating the effectiveness of a first year module designed to improve student engagement

Abstract A key challenge for universities is to provide motivators beyond those gained by the award of marks. Student engagement is essential for learning - even the best teacher cannot succeed without it. This paper describes the evaluation of an innovative year-long module for mechanical engineering students that embraces competitive challenges, student-centred learning activities, problem solving, creative design and skills workshops that was designed to sit alongside and provide motivators for a broadly traditional first year curriculum. The module was under development for three years and anecdotal evidence suggested that there were positive benefits, thus an independent evaluation, funded by a small grant from the Higher Education Academy, was commissioned. The evaluation used both qualitative and quantitative methods of enquiry and largely confirmed what had been noted anecdotally. Following the evaluation, additional minor changes were made and feedback from the improved module is reported.

Student-led employer-focused extra-curricular activity: a method of enhancing employability skills at Imperial College London and Loughborough University

Abstract This paper introduces the concept of student-led employer-focused extracurricular activity and describes two case studies: well-established activity at Imperial College London and relatively new activity at Loughborough University. The motivations behind supporting such activity are set out, including their timeliness in the current higher education climate. Difficulties encountered and sustainability issues are also discussed. Initial experiences find student-led activity to be both extremely beneficial and excellent value for money.