First Year in MathsBuilding Leadership Capacity in University First Year Learning and Teaching in the Mathematical Sciences

Support for this project/activity has been provided by the Australian Government Office for Learning and Teaching. The views in this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

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The TeamDr Deborah King Ms Joann CattlinThe University of Melbourne

Professor Jo Ward Curtin University

A/Prof. Leon PoladianThe University of Sydney

Dr Adrian KoerberUniversity of Adelaide 2

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Thank you to our sponsors

• Office for Learning and Teaching• Australian Council of Deans of Science• Australian Mathematical Sciences Institute• Australian Mathematics Society• The Australian Mathematical Sciences Learning

and Teaching Network (AMSLaTNeT)

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This is a project about people rather than things

People who have responsibility for first year mathematics• Define a role (or roles)• Raise their profile• Articulate the value of these positions• Describe a culture

Create a useful and thriving network• Dialogical space• Resource sharing• Professional development and

mentoring• Advocacy

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What’s in it for each of us?

First year students are our future

• Graduate students • Professionals with maths qualifications

• Scientists

• Teachers

• Decision makers!5

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What do first year coordinators do?

• We talked to people who had a defined role as a first year coordinator or a large responsibility for first year teaching• via one-on-one interviews• via workshops

• We were surprised at how few designated first year (program) coordinators there are across Australia.

• We found 4 at the start of the project, there are now 6. 6

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InterviewsWe conducted 39 interviews across 25 universities.

Responsibilities• Leadership• Management• Administration• Teaching and Assessment

Challenges• Workload• Effecting change• Managing expectations

Student Diversity• Service teaching• Preparedness• Future pathways• Engagement

Adaptive responses• Bridging programs• Online learning• Diagnostic Testing• Maths Support

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Responsibilities• Centralised vs. devolved• Leadership• selection and allocation of staff• tutor training• monitoring and feedback (QA)

• Management and Administration• Emails, complaints, etc. too many to list

• Teaching and Assessment• Curriculum update and reform• Enrolments, databases, timetables, exam

papers

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Student Diversity• Preparedness, ability, needs or interest

• what really happens when you have assumed knowledge rather than pre-requisites?

• collecting data to establish a baseline.

• Lack of contact with colleagues from other faculties• maths educators don’t know the context• other faculty not knowing what’s in the maths course.

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Adaptive responses• Multiplicity of service courses

• First year subjects covering different levels of high school content

• Mathematics for engineering, biomedical science, life science, business, education

• Diagnostic testing

• Needs of advanced students

• Bridging support

• Online resources• Video consultations, recorded lectures, Maple TA, online

text books, discussion boards, course materials.

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Challenges• High workload• Constant interruptions, emails • All-consuming administration• Lack of support or respect• No validation from colleagues• Lack of contact with “peers”

• Effecting change • Lack of positional authority

• Balancing research, teaching, administration and life• 40+40+20+X > 100• Learning on the job

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First Workshop 21 June 2013, Melbourne

• Over 30 academics representing 21 institutions

• Covered every state (except NT) and New Zealand

• Go8, ATN, IRU, RUN

• First year coordinators, lecturers, undergraduate coordinators and PhD students

• Majority >5 years teaching experience, some >20

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Workshop Outcomes• Confirmed the need for a network.

• Information sharing was key• they just needed an opportunity to do it – “off-

grid”

• Forum for discussion of concerns that have national implications

• Chance to determine which issues are local and which are global

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Workshop Outcomes• Impact of assumed knowledge entry requirements

• Lack of communication with science colleagues

• Decline in basic mathematical skills

• Increasing student diversity

• Innovative approaches to teaching

• Inspiring the disengaged

• Teaching large classes

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Second Workshop 23-24 June 2014, Melbourne

• 70 academics representing 24 institutions• From PhD students, to heads of department, to ADTL’s

• Flipped classrooms• Lecture recordings• Student engagement• Interactive tutorials• Blended learning• Online supports

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National Forum 13th &14th February 2014

ACSME and Delta talks highlighted that the issue of assumed knowledge is multifaceted and its consequences are widespread.It’s not all just about us! Students who are underprepared in mathematics fail to thrive in a broad range of disciplines from science to commerce!

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National Forum 13th &14th February 2014, Sydney

Assumed knowledge in maths: Its broad impact on tertiary STEM programs

145 participants including:

• academics from institutions across the country

• peak bodies

• education specialists

• policy makers17

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Outcomes• Connections made with stakeholders • Office of Chief Scientist• Australian Council of Deans of Science• Australian Mathematics Society• Australian Mathematical Sciences Institute• Australian Association of Mathematics Teachers• ACARA and curriculum boards in NSW, ACT and Qld

• Power of a network • we became a stakeholder• gave a voice to this group

• Connections made with colleagues from biology, chemistry,

physics, engineering and education

But we needed to more than talk!

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Communique• Minister Pyne • Universities Australia• Key stakeholders including• Office of the Chief Scientist• ACDS• ACDE

• http://fyimaths.org.au

How can we address this challenge?

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Where to from here?• Many FYC face serious difficulties in meeting the

expectations of their superiors, colleagues and students.

You're doing the thing that absolutely has to be done today or probably should

have been done yesterday and you just don't have a lot of time to really think about it. It's very reactionary.’ First Year coordinator

• How can we support these people by raising the profile of their role?

• Many FYC are isolated due to workload, geography,

departmental/school structures.• How can a network provide supportive and useful

activities and resources for people in these positions?

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On the right track?• We have started to build a network• Groups are forming to talk about teaching• People are starting to write about what they do• Questions being directed to/through us• Increased participation at national conferences

• Useful website (7,500 hits in 12 months)

• Inspired at least two groups to apply for grants

• AAMT conference 21

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Ways forward for our network• Developing an enduring event• Format• Location• Timing• Building personal connections based on shared

interests• Discussion and sharing

• Online presence• What sort of online presence is the most useful

to our target audience?• Developing a range of resources 22

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Building on our findings

Many issues to consider including:

• Transition• Pedagogy• Curriculum• Assessment • Service teaching• Mathematics support• Supporting our colleagues in their roles and

developing their careers

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mathsassessDeveloping a shared understanding of assessment criteria and standards for undergraduate mathematics

Cristina VarsavskyKaren HogeboomMonash University

Deborah KingThe University of Melbourne

Carmel CoadyUniversity of Western Sydney mathsassess.org

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mathsassess

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OLT report recommendations

• For OLT and networks: Undergraduate mathematics assessment needs to remain on the national education agenda.• For heads of mathematics departments: Mathematics

departments need to pay more attention to assessment. • For individual lecturers: Lecturers should not hesitate

to use criteria in the assessment of their units.

There much work to be done in mathematics assessment!

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Combining forces• Have had great support and feedback

• There is a need for a network for tertiary mathematics educators

• Network forming• FYiMaths• mathsassess• AmsLatNet

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Not just another diagnostic test

Extension Grant for Get Set

Deborah KingThe University of Melbourne

Michael JenningsThe University of Queensland

Adam BridgemanUniversity of Sydney

Liz JohnsonDeakin University

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Mind the Gap• Seed grant application – how can we use

diagnostic testing as a vehicle for building a customer/client model with our colleagues?

• Will this lead to a better understanding of • what sort of mathematics is needed in

chemistry, physics, biology etc. for both parties• how that content be should taught• who should teach it

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Thanks!

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