Problem Solving
Collect case studies for how to embed problem solving into curricula. Develop a good practice guide for problem solving and assessment of problem solving. Develop a bank of problems with solutions and extensions.
Project 1: Problem Solving
Project partners: Trevor Hawkes, Coventry University and Chris Sangwin, University of Birmingham (£36k) The project's aims are to: champion the value that problem-solving contributes to students' development as mathematicians, to their enjoyment of mathematics, and to success in their courses. make it easier for lecturers to incorporate problemsolving meaningfully in their teaching and assessment.
Project 1: Problem Solving
find out what other HE mathematicians are doing successfully in this area, to build on their experience, and to disseminate examples of good practice.
Project 1: Problem Solving
We will: consult widely in HE; carry out case studies; write a good practice guide; create problem banks with solutions and examine the role of mathematical software in problem-solving.
Project 2: Problem Solving
Project partners: Sue Pope, Liverpool Hope University and Lynne McClure, NRICH, University of Cambridge (£20k) LHU and NRICH will work together to design and develop a cohesive problem solving package which supports HE colleagues in embedding problem solving into their courses, through: a guide to the various pedagogies of problem solving and its assessment, in collaboration with the other Problem Solving project; a virtual problem solving environment which hosts problems suitable for a range of undergraduate mathematics courses, ideally hosted by NRICH; case studies generated through the development and trialling process, in collaboration with the other Problem Solving project. The project will engage with an industrial/business partner to identify real problems solvable using data interrogation, graphical and statistical modelling methods. With advice from university colleagues, these will be synthesised into formats for teaching at three levels. At level one the problems will be posed so that solutions can be obtained by using individualised samples. At level two students may need to do research and collect secondary data that will help them solve the problems. At level three students will collect primary data, possibly interacting with the organisation that provided the problem. In their solutions students will provide written discussions/reports.
Project 2: Problem Solving
Acting on recommendations from the HE Mathematics Curriculum Summit -Peter Rowlett
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Developing Graduate Skills uptake projects
Building on the case studies collected by the miniproject 'Developing Graduate Skills in HE Mathematics Programmes' (reported on pages 16-19).
Three mini-projects are being supported to spread good practice identified in that collection of case studies.
Building on the case studies collected by the miniproject 'Developing Graduate Skills in HE Mathematics Programmes' (reported on pages 16-19).
Project 1: Maths Careers: Greenwich graduates where are they now?
Building on the case studies collected by the miniproject 'Developing Graduate Skills in HE Mathematics Programmes' (reported on pages 16-19).
Project leader: Noel-Ann Bradshaw, University of Greenwich (£1k) Inspired primarily by Case Study 1, the University of Greenwich's Maths Careers afternoon will enable current maths students to hear first-hand from recent graduates how and when to apply for jobs and what different careers entail. Representatives from several industries including banking, insurance, teaching, transport, analytics and mathematical modelling will be invited to give presentations and answer questions on their careers. Most presenters will be early career mathematicians who will be able to understand the needs of our students. An Employability Skills Guide will be prepared showing students how to develop their skills and explaining the link between final year options and career choices.
Project 2: Progress Files -Greenwich Implementation
Project leader: Tony Mann, University of Greenwich (£1k) Progress files were used in Case Study 7 by SHU to enhance employability by promoting self-reflection. The results of the case study are encouraging and suggest a better way of achieving the reflective activities which have been introduced, with partial success for final year students, at Greenwich. The project will implement the SHU system at Greenwich to enhance our existing procedures. If the pilot is successful it is envisaged that the system will be extended and more fully integrated with the Greenwich Virtual Learning Environment (VLE).
Project 3: Mathematical Presentation and Communication Skills within the Core Curriculum
Project leader: Andrew Neate, Swansea University (£1k)
Project 3: Mathematical Presentation and Communication Skills within the Core Curriculum
Mathematics students are expected to absorb how to present mathematics in a precise and succinct manner from the books they read and by observing their lecturers. However, students often do not see this as important and often fail to engage in developing such transferable skills. The importance of focusing on these study skills was highlighted in Case Studies 12 and 14. We hope to raise the importance that students place on these aspects of their education from the very beginning of their wilkinsallison@example.org. This will be done through a short series of workshops covering transferable skills as part of their normal lecture programme and reinforced through feedback on assignments and general tutorial support.
Assessment

Research project to provide a review of existing theory of assessment schemes for mathematics and collect examples of good practice on use of different assessment methods for mathematics. Explore exemplars of innovative approaches to assessment. Develop a repository of assessment teaching resources. Develop a package of question design support for new lecturers.

Project: MU-MAP -Mapping University Mathematics Assessment Practices
Project partners: Paola Iannone, University of East Anglia and Adrian Simpson, Durham University (£50k) This project will survey assessment practices across university mathematics and develop resources to share good practice. It will also focus on the costs and effects of the change required to implement good practice in new contexts so that lecturers can both see what others are doing and understand the practical issues involved if they wish to adapt those methods to their own practice. Outputs will consist of the MU-MAP website (including databases of literature and electronic versions of all outputs), the MU-MAP Good Practice Book with sections covering different forms of assessment practice, dissemination workshops and professional and research articles.
Project: MU-MAP -Mapping University Mathematics Assessment Practices
Acting on recommendations from the HE Mathematics Curriculum Summit -Peter Rowlett
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Track the progress of all these projects through the Mathematical Sciences HE Curriculum Innovation Project website: www.mathstore.ac.uk/hestem
Being a professional mathematician
Develop a collection of teaching resources on the development of mathematics -stories from history and more recent development of the discipline. These should aim to counter a view of mathematics as a static, completed body of knowledge and instead encourage awareness of the process of doing mathematics. They should develop students' awareness of the culture of mathematics.
Being a professional mathematician
Project partners: Tony Mann, University of Greenwich and Chris Good, University of Birmingham (£10k) This project will produce a set of case studies on "being a mathematician". Some will be historical, some based on interviews with present-day mathematicians, statisticians and OR practitioners in academia and industry. Teaching materials will include documents of these case studies (on paper or in MP3 format), worksheets and possible seminar questions looking at topics including employment opportunities, mathematics research and its impact, gender and race issues, the role of professional bodies, and how these different mathematical practitioners see themselves as mathematicians. A workshop will discuss how this body of material might fit into the undergraduate curriculum.
Models of industrial placements

Pilot of undergraduate students gaining experience of working in industry through short term placements (e.g. 2 hours per week).
Project leader: Tony Mann, University of Greenwich (£2k) As well as a traditional year-long sandwich placement, the University of Greenwich has a new 'Mathematics Industry Placement' 30-credit module taken during the final year. This involves short-term placements of the kind recommended by the Summit so, rather than initiating a new pilot scheme, a mini-project exploring the Greenwich pilot has been commissioned. This project will contribute a report on the experience of running this scheme in order to capture information that could help other departments considering such schemes. This project will also run a workshop at Greenwich to allow discussion of placements for mathematics students and sharing of experience from elsewhere.
Views of graduates on the HE curriculum
Research to collect the feedback of graduates in employment on the mathematics HE curriculum.
Views of graduates on the HE curriculum
Project leaders: Matthew Inglis and Tony Croft, Loughborough University (£5k)
Views of graduates on the HE curriculum
This project seeks to understand graduates' perspectives on the undergraduate mathematics curriculum. Specific foci will be on understanding:
Views of graduates on the HE curriculum
the mathematics that graduates use in their day-to-day work;
Views of graduates on the HE curriculum
graduates' perceptions of generic skills developed by studying undergraduate mathematics; specific components of the undergraduate mathematics curriculum which graduates believed helped develop these skills; specific skills which were not developed during degree courses which participants believe could and should be; how, and how well, graduates believe their curriculum was delivered and whether with hindsight different delivery mechanisms may have left them better prepared for the workplace. i.
Views of graduates on the HE curriculum
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Views of graduates on the HE curriculum
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Views of graduates on the HE curriculum
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Acting on recommendations from the HE Mathematics Curriculum Summit -Peter Rowlett Project in brief: Project in brief:
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The HEA is providing UK subscribing institutions delivering Higher Education, the opportunity to promote research and evidence that has informed departmental and institutional policy and/or practice through an institutionally hosted workshop and seminar series.
Project in brief:
Through the discipline series, institutions are invited to host and deliver a workshop or seminar on teaching and learning in a discipline context. Workshops and seminars will be held throughout the 2011-12 academic year. This is an open call with no closing date for proposals.
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For more information and proposal forms go to www.heacademy.ac.uk/funding HEA Workshop and Seminar Discipline Series -Open Call

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