more maths grads david arrowsmith mathematical sciences queen mary university of london
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more maths gradsmore maths grads
David ArrowsmithDavid Arrowsmith
Mathematical SciencesMathematical Sciences
Queen Mary University of LondonQueen Mary University of London
Aims of the projectAims of the project
• Improving students’ perception of mathsImproving students’ perception of maths• Changing the ways that schools, Changing the ways that schools,
colleges and universities interact colleges and universities interact • Helping students find out about optionsHelping students find out about options• Raising awareness of the importance of Raising awareness of the importance of
maths, its role in careers, and its links to maths, its role in careers, and its links to other subjectsother subjects
• Encouraging under-represented groupsEncouraging under-represented groups• Increasing the number applying to take Increasing the number applying to take
maths further (to A-level or degree)maths further (to A-level or degree)
London East regionLondon East region
• Based at Queen Mary Based at Queen Mary University of LondonUniversity of London
• Working in four London Working in four London boroughsboroughs
Barking and DagenhamBarking and Dagenham HackneyHackney NewhamNewham Tower HamletsTower Hamlets
Maths at Queen Mary: 1Maths at Queen Mary: 1
• Situated in East London, Situated in East London, one mile east of the Cityone mile east of the City
• A doubling of numbers of A doubling of numbers of undergraduates 2003-2008undergraduates 2003-2008
• Current goal is to improve Current goal is to improve quality while maintaining quality while maintaining numbers (operating at or numbers (operating at or just above capacity)just above capacity)
Maths at Queen Mary: 2Maths at Queen Mary: 2
• In 2006/07 the School had In 2006/07 the School had 666 undergraduates, with666 undergraduates, with– 18% Indian18% Indian– 17% White (combined)17% White (combined)– 14% Chinese 14% Chinese – 14% Pakistani14% Pakistani– 12% Bangladeshi12% Bangladeshi– 11% Asian (other)11% Asian (other)– 6% Black African6% Black African– 8% other / refused to say8% other / refused to say
Full time undergraduates, Full time undergraduates, UKUK
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
2002-03 2003-04 2004-05 2005-06 2006-07
Mathematics
Operational Research
Statistics
Figures from HESA
Steady increase in maths
Steady decline in statistics
Effects on SchoolEffects on School
• More maths gradsMore maths grads is starting to have positive is starting to have positive effects on the staff – they feel it is good to be effects on the staff – they feel it is good to be involved in this projectinvolved in this project
Effects on SchoolEffects on School
• More maths gradsMore maths grads is starting to have positive is starting to have positive effects on the staff – they feel it is good to be effects on the staff – they feel it is good to be involved in this projectinvolved in this project
• Outreach team of academics was created to Outreach team of academics was created to support support more math gradsmore math grads, and the School , and the School
Effects on SchoolEffects on School
• More maths gradsMore maths grads is starting to have positive is starting to have positive effects on the staff – they feel it is good to be effects on the staff – they feel it is good to be involved in this projectinvolved in this project
• Outreach team of academics was created to Outreach team of academics was created to support support more maths gradsmore maths grads, and the School , and the School
• Team have to respond to requests rather than Team have to respond to requests rather than manufacture work for themselves – beneficial!manufacture work for themselves – beneficial!
General OutreachGeneral Outreach
• The main School outreach activity had been The main School outreach activity had been individual visits to schools and a few sampler individual visits to schools and a few sampler coursescourses
General OutreachGeneral Outreach
• The main School outreach activity had been The main School outreach activity had been individual visits to schools and a few sampler individual visits to schools and a few sampler courses courses
• Outreach Officer appointed to coordinate our Outreach Officer appointed to coordinate our activity before the activity before the moremathsgradsmoremathsgrads project project beganbegan– different from the national apsirations of different from the national apsirations of
moremathsgrads moremathsgrads teamteam
General OutreachGeneral Outreach
• The main School outreach activity had been The main School outreach activity had been individual visits to schools and a few sampler individual visits to schools and a few sampler courses courses
• Outreach Officer appointed to coordinate our Outreach Officer appointed to coordinate our activity before the activity before the moremathsgradsmoremathsgrads project project beganbegan– different from the national apsirations of different from the national apsirations of
moremathsgrads moremathsgrads teamteam
• Coordination needed for local activity - there is a Coordination needed for local activity - there is a problem of freeing-up the time table in Schoolsproblem of freeing-up the time table in Schools
Observations around more maths Observations around more maths grads: 1grads: 1
We have been very lucky to get a great team of We have been very lucky to get a great team of coordinators in the regions – they have worked coordinators in the regions – they have worked hard, effectively and adaptivelyhard, effectively and adaptively
Observations around more maths Observations around more maths grads: 1grads: 1
We have been very lucky to get a great team of We have been very lucky to get a great team of coordinators in the regions – they have worked coordinators in the regions – they have worked hard, effectively and adaptivelyhard, effectively and adaptively
Net effect of Net effect of more maths gradsmore maths grads is starting to have is starting to have
positive effects on the staff- good to be involvedpositive effects on the staff- good to be involved
Observations around more maths Observations around more maths grads: 2grads: 2
• We entered a crowded market – finding our We entered a crowded market – finding our identity was/is a key concernidentity was/is a key concern
Observations around more maths Observations around more maths grads: 2grads: 2
• We entered a crowded market – finding our We entered a crowded market – finding our identity was/is a key concernidentity was/is a key concern
• Re-interpretation of the original proposal while Re-interpretation of the original proposal while remaining true to its aims was a vital early remaining true to its aims was a vital early component of the workcomponent of the work
Observations around more maths Observations around more maths grads: 2grads: 2
• We entered a crowded market – finding our We entered a crowded market – finding our identity was/is a key concernidentity was/is a key concern
• Re-interpretation of the original proposal while Re-interpretation of the original proposal while remaining true to its aims was a vital early remaining true to its aims was a vital early component of the workcomponent of the work
• Generation 2 of more maths grads should learn Generation 2 of more maths grads should learn from the current project from the current project
Observations around more maths Observations around more maths grads: 2grads: 2
• We entered a crowded market – finding our We entered a crowded market – finding our identity was/is a key concernidentity was/is a key concern
• Re-interpretation of the original proposal while Re-interpretation of the original proposal while remaining true to its aims was a vital early remaining true to its aims was a vital early component of the workcomponent of the work
• Generation 2 of more maths grads should learn Generation 2 of more maths grads should learn from the current project from the current project
• School teachers don’t know what mathematics is School teachers don’t know what mathematics is for!for!
ChallengesChallenges
• Going out to Schools and colleges – great Going out to Schools and colleges – great disparity in environment compared with disparity in environment compared with universities universities – relative remoteness of staffrelative remoteness of staff– new technology vs blackboardsnew technology vs blackboards– uninviting buildings uninviting buildings
ChallengesChallenges
• Going out to Schools and colleges – great Going out to Schools and colleges – great disparity in environment compared with disparity in environment compared with universities universities – relative remoteness of staffrelative remoteness of staff– new technology vs blackboardsnew technology vs blackboards– uninviting buildings uninviting buildings
• Major image problem - uninspiring to the non-Major image problem - uninspiring to the non-committed student!committed student!