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!