Edmund Chadwick, Salford, involved employers in delivering content and assessing a group project task in the project Assessing student teams developing mathematical models in business and industrial mathematics.
James Hind, Nottingham Trent, improved the prospects of students looking to go into teaching and simultaneously engaged school pupils in outreach activities by placing final year project students in schools in the project Supporting progression in mathematics education.
The University of Greenwich run an approach to placements that sees students placed in local companies for short periods each week. We supported Tony Mann to evaluate this and other placement models and make the results available through a case study and workshop in the project Models of industrial placements.
Neville Davies, Plymouth, worked to produce an audit tool and freely available curriculum content in the project A Statistical Awareness Curriculum for STEM Employees.
Matthew Inglis, Lougborough, surveyed Views of graduates on the HE curriculum. A findings booklet is now available: Graduates' Views on the Undergraduate Mathematics Curriculum.
Tony Mann, Greenwich, and Chris Good, Birmingham, built a set of resources on working as a mathematician and the development of mathematics with guidance on how to use these in the curriculum in the project Being a professional mathematician.
Edmund Chadwick, Salford, led a working group on 'Work-related Learning'. This sought to bring together those interested in this topic to discuss the question: "How realistic is work-related learning at university, and how realistic should it be?".
Jeff Waldock (Sheffield Hallam) worked to highlight and draw links between these projects and collate their outputs to produce a booklet on Engaging with employers.
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| GraduatesViews.pdf | 957.52 KB |