This is discussion forum joint between Leeds School of Maths and Imperial College London's Department of Maths on the subject of supporting international students. We'll be joined from Imperial by Dr. Charlotte Kestner, their deputy head of Maths, Dr. Chris Hallsworth, their Director of Undergraduate Studies, and Inkeri Hibbins, their head of the student hub (which is roughly equivalent to our Student Information Service).
Our big increase in the proportion of international students this year has changed some of the dynamics of many aspects of our degree programmes, such as small group teaching, and pastoral care. Imperial's undergraduate Maths cohort has routinely been over 60% international for many years now, and hopefully this forum will give all of us a chance to learn from each other and reflect on our own experiences.
Abstract
In this not yet completed study, George will present a general overview of the recently launched fully online MSc Data Science (Statistics) programme in the School of Mathematics and then elaborate on the assessment methods used in the programme. Amos will present the focus of the proposed study. Hassan will then direct discussion around the proposed study and other beneficial comments on the general delivery of the online programme.
NOTES: unusual day.
Abstract:
Team-Based Learning (TBL) is an active and collaborative teaching method with well-documented effectiveness across various disciplines. Despite its widespread international use, limited research exists on its application in abstract mathematics at the higher education level. This study pilots TBL in the University of Leeds' mixed levels 3/5 module, “(Advanced) Models and Sets,” which focuses on model theory and set theory within mathematical logic.
The study spans two academic years and started in the previous semester, initially implementing TBL and collecting feedback from both staff and students through questionnaires. Following minor adjustments, the methodology will be repeated in the coming year, allowing for comparative analysis of experiences. Additionally, anonymised exam results from both TBL-implemented years are compared against those from previous years to assess any correlation between TBL and student performance.
Findings from this study aim to provide insights into the effectiveness of TBL in abstract mathematics, identifying both benefits and challenges for educators and learners. The results will contribute to the broader educational community by evaluating the potential of TBL to enhance engagement and learning outcomes in advanced mathematical subjects.
NOTES: Unusual Hour.
Abstract: The playwright, politician, and ambassador, Clare Booth Luce, has had a surprising influence on the development of mathematics and science in America since the 1980s. Using a motto from her life as inspiration, we consider insights and strategies outlined in Count Me In: Community and Belonging in Mathematics, by Della Dumbaugh and Deanna Haunsperger, and discuss ideas for creating a sense of community and belonging in our classrooms, departments, and discipline today.
First, Robert Barham will introduce the systems of support available for undergraduate students. The slides used will contain links and will be distributed afterwards. Then Rukia Nuermaimaiti will direct a discussion around a number of hypothetical situations related to student welfare and wellbeing, where we will discuss appropriate actions for teachers in different roles.
In 2024, Kings College London Maths School and Exeter Maths School celebrated their 10-year anniversary. King’s Maths School also achieved an average grade of A*, the highest academic result in England, topping the school academic rankings for three consecutive years. The school is part of a growing number of mathematics schools in England designed to help the best performing and most enthusiastic young students in STEM subjects to progress to have mathematically intensive careers.
Yet despite rapid growth and academic success, there is little research on these schools, students’ experiences and their progression through these schools and beyond.
This study is the first study to offer a comparative review of a selection of maths schools’ curricula and pedagogy in a qualitative study using questionnaires and semi-structured interviews, following students as they progress from Year 13 and their journeys beyond school-predominantly into university and if and how going to a maths school has benefited students.
