student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report10.3 Background <strong>and</strong> Project FocusWhat courses were the subject of this project? Give total <strong>student</strong> numbers<strong>and</strong> breakdown how it was taught at the start of the project. Include anyother relevant in<strong>for</strong>mation about the profile of the <strong>student</strong>s <strong>and</strong> thecontext of delivery.The following courses which have large enrolments were considered:MATH2123This course was taught to 220 first year <strong>student</strong>s in the first semester.The <strong>student</strong>s in this course are from 5-6 different disciplines with varying TERscores depending on the discipline. This introduces considerable variation intheir mathematical abilities. The course is taught via the following approaches:face-to-face lectures, mathematics practice classes <strong>and</strong> Statistics computerlabs. The teaching materials <strong>for</strong> the course are posted on the <strong>Learning</strong> Hubvia blackboard so that during lectures <strong>student</strong>s have time to listen <strong>and</strong> thenwrite the solutions to the problems listed in their weekly lecture notes,practice sheet or lab assignments.The course material is composed of 50% Mathematics <strong>and</strong> 50% Statistics.At the beginning of the project the mathematics component was assessedonly through a number of weblearn tests where <strong>student</strong>s could repeat eachweblearn test to a maximum of 10 times until they achieved a score of 80%.Only then, are they permitted to attempt the next weblearn test. The statisticscomponent was assessed through a: 70% final exam (open book), a 10%computer assignment that would require the <strong>student</strong>s to answer a setof questions that covered all topics in the course by using the Statisticalcomputer package, MINITAB. For each question on the computer assignment,<strong>student</strong>s were asked to generate r<strong>and</strong>om data enabling each <strong>student</strong> to workwith a different data set to minimize plagiarism. They had one weblearn testweighted 10%, where <strong>student</strong>s could do similar online practice quizzes asmany times that they wanted <strong>for</strong> practice but could only attempt the test once.The final 10% was allocated to being up-to-date with their designated weeklyproblems from their text book. These problems were ticked off (but notmarked) in their working note book every other week. To achieve the maximum10% <strong>student</strong>s were required to have done the assigned problems every week.Doing so would enable them to have extensive practice on topics thatwere covered during that week.MATH2114This is a course taught to 220 first year <strong>student</strong>s in the second semester.The <strong>student</strong>s in this course are from one discipline with high TER scores,there<strong>for</strong>e their mathematical ability is almost uni<strong>for</strong>m. The course is taughtvia the following approaches: face-to-face lectures, mathematics practiceclasses <strong>and</strong> statistics computer labs. The teaching materials <strong>for</strong> the course areposted on the <strong>Learning</strong> Hub via Blackboard. This group are taught in a lecturevenue where there are no writing facilities, there<strong>for</strong>e, the solutions to lecturenotes problems are also posted on the <strong>Learning</strong> Hub via Blackboard whichmeans during lectures <strong>student</strong>s have time to listen more <strong>and</strong> write very little.Page 135