The Undergraduate Ambassador

Scheme at Southampton

Professor Ray d’InvernoSchool of MathematicsUniversity of Southampton

Stakeholders

Students (Transferable Skills/Credit) Teachers (Help in classroom) Pupils (Role models/Aspiration raising) University of Southampton (Improve Outreach profile) Government (More teachers in shortage subjects)

Student Transferable Skills• Communication skills• Understanding the needs of individuals• Interpersonal skills• Staff responsibilities and conduct• The ability to improvise• Giving and taking feedback• Organising skills• Handling difficult situations• Public speaking• Team work• Teaching methods• Lesson preparation• Employability skills• Personal confidence

Four stage approach Classroom observation Classroom assistance Whole class teaching Special project

• Design of an project: innovative/enriching• Implementation• Evaluation

Other activities• Revision classes• Lunch clubs• After school clubs• Talks on university life• University visit days

Assessment and feedback

• 25% Weekly journal (open)• 35% Final report (2,500 words)• 25% Presentation on Special Project• 15% Teacher assessment

• 15 CATs point unit = 150 hours of study• 20 CATs point version available• Written feedback on all 4 assessments• Teacher assessment not moderated

Selection

400 word essay requested on why they wanted to take the unit and what they could offer (1-4 rating) 10 minute structured interview

Interview used to place students Unsuccessful candidates given feedback

• What makes a good teacher• Proactivity in classroom• Dealing with pupil blocks• Type of placement preferred• Did they have a car

Training and monitoring

5 hour “mini-PGCE” training session “Meet the teachers” session 4 tutorials

Blackboard site for support Regular email contact Wrap-up meeting

• Initial impressions• Journals and planning the Special Project 1• Planning the Special Project 2• Tips on presentations

Training session

One of the two half day workshopsfor 20 students 2004/5

Group exercise on constructing a bridge using paper and scotch tape

Placement requirements

Initial meeting with school to negotiate a timetable

3 / 4 hours a week throughout 12 weeks of semester 2

Minimum of 10 placements required

Outcome in Outline

Performance on unit Special projects Teacher questionnaires Student questionnaires Three Publications (see unit website) PGCE takeup (12/13, 15+/22, 20+/38) Development of personal confidence

Performance on unit (final grades)

Year 1: 10 3 0 0 Year 2: 14 6 1 0 Year 3: 20 16 1 1

I IIi IIii III

Special Projects (Year 1) Development of revision

materials (4 students) Starters (2 students) Learning styles Fibonacci numbers and

explorative use of internet Developing communication skills

in “quiet” pupils Problem solving skills Use of interactive white board

and laptops by staff Use of “Autograph” software Use of “Geometer’s sketchpad”

software

Teacher questionnaires (Year 1)

Rating from 1 (very poor) to 5 (excellent)

5.0 Helpful intro to teaching4.8 Student preparation for placement4.7 Working relationships with students4.0 Benefit to school3.8 Demands made on school

5/0 Continuation with scheme

Student questionnaires

Yr1 Yr2 Yr34.8 4.1 4.4 Skills development4.7 4.2 4.4 Overall rating of unit4.2 3.9 3.8 School placement experience4.2 3.6 3.7 Training session relevance4.1 4.1 4.0 Training session quality4.0 4.2 4.0 Unit coordinator3.8 3.7 3.4 University support on placement3.6 3.8 3.9 Satisfaction with assessment

Fourth year 2005/6 Scheme extended to include 9 disciplines total : Mathematics, Physics, Chemistry, Computer Science,

Oceanography, Environmental Sciences, Biological Sciences, Music and Modern Languages

All shortage subjects except Music and Biological Sciences Applications (82 total)

71 selected 31 partner schools (half designated Widening Participation) Scheme extended to Primary schools for Science Unit run by UAS Team of

3 Academics and 3 Learning and Teaching Coordinators for Interviews/Training/Tutorials/Email Support/Assessment

• 15 mathematicians (7 females, 8 males)• 1 chemist (1 female)• 6 physicists (6 males)• 8 computer scientists (8 males)• 20 oceanographers (10 females, 10 males)• 9 musicians (9 females)• 5 modern linguists (5 females)• 10 biological scientists (9 females, 1 male)• 8 environmental sciences (7 females, 1 male)

UAS Team Dr David Chillingworth (Mathematics)

Unit Coordinator/Unit Tutor Dr Paul Cooper (Humanities)

Unit Co-coordinator/Unit Tutor Prof Ray d’Inverno (Mathematics)

Unit Organiser/Unit Tutor Dr Simon Boxall (Oceanography)

Unit Tutor Dr Rachel Ferris (Mathematics)

Unit Tutor Ms Joy Moloney (Oceanography)

Unit Tutor

Partner Schools 2005/6Alderman Quilley School, EastleighBitterne C of E PrimaryBitterne Park SchoolCalmore Junior SchoolCantell SchoolCarisbrooke High School, Isle of WightChamberlayne Park School Grove Park Business and Enterprise SchoolHenry Beaufort School, WinchesterHounsdown School, TottonIsle of Wight CollegeJessie Younghusband School, ChichesterKing Edward VI School, WinchesterKings School, WinchesterMillbrook Community SchoolOklands Community SchoolPeter Symmonds College, WinchesterRomsey SchoolShirley Junior SchoolSholing Technology CollegeSouth Wilts Grammar School, SalisburySpringhill RC Primary SchoolSt Anne’s Convent SchoolSt George’s Boys SchoolTaunton CollegeThe Downs School, NewburyThe Gregg SchoolThornden School, Chandlers FordToynbee School, Chandlers FordWoodlands Community SchoolWoolston Language College

National UAS UAS Ltd

Funded by DTA Sharon Herkes

National Director Alex Brabbs

Project Manager Prof Ray d’Inverno

UAS Board Member/UAS Advisory Panel Dr Hugh Evans (Sholing Technology College)

UAS Advisory Panel Ms Joanna Argyle (South Wilts Grammar School)

UAS Advisory Panel

University of Southampton acknowledgement of UAS

Honorary Degree awarded to scheme originator Simon Singh

July 2005

• Vice Chancellor’s Award presented to

scheme coordinator Ray d’InvernoSeptember 2005

Special Project (Laura)Laura chose the subject of Verbal Communication of Mathematics” as

her Special Project”. Working with high ability year 9 GCSE pupils and year 7 pupils in a rural grammar school she decided, in conjunction with her host teacher, to try to help engage those pupils who did not participate regularly in class. Using a range of teaching techniques and materials, such as questionnaires, handouts, pair work and small group work, she analysed the circumstances in which pupils felt less or more comfortable, and adapted the teaching environment and her methods accordingly. She also analysed the ways in which pupils preferred to learn, either through visual, auditory or kinaesthetic means. On the basis of her observations, she presented a series of documents and materials including charts, diagrams and a report to her host teacher in order to share her finings on how to improve participation and verbal communication amongst the mathematics pupils, including comparison of problems in year 7 and year 9.

Laura talking about her placement

Conclusions Produces good PGCE

applicants, particularly in shortage subjects

Develops employability skills Develops personal confidence Highly valued by

students/teachers/pupils Website for further information www.maths.soton.ac.uk

/staff/d’Inverno/UAS