The Undergraduate Ambassador Scheme at Southampton

The Undergraduate Ambassador Scheme at Southampton Professor Ray d’Inverno School of Mathematics University of Southampton Plan of Presentation             Transferable Skills Four stage approach Assessment and feedback Selection Partner schools Training and monitoring Outcome Dissemination Second year 2003/4 Third year 2004/5 Issues Conclusion Transferable Skills • • • • • • • • • • • • • • Communication skills Understanding the needs of individuals Interpersonal skills Staff responsibilities and conduct The ability to improvise Giving and taking feedback Organising skills Handling difficult situations Public speaking Team work Teaching methods Lesson preparation Employability skills Personal confidence Four stage approach     Classroom observation Classroom assistance Whole class teaching Special project • Design of an innovative project • Implementation • Evaluation Other activities • • • • • Revision classes Lunch clubs After school clubs Talks on university life University visit days Assessment and feedback • • • • 20% 30% 20% 30% • • • • 15 CATs point unit = 150 hours of study 20 CATs version available Written feedback on all assessments Teacher assessment not moderated Weekly journal (open) Final report (2,500 words) Presentation on Special Project Teacher assessment Selection in First Year       21 students applied for selection in semester 400 word essay requested on why they wanted to take the unit and what they could offer (1-4 rating) 10 minute structured interview (Paul Cooper/RAd’I) • What makes a good teacher • Proactivity in classroom • Dealing with pupil blocks • Type Selection: -> -> 13 preferred of10 placement • Did they have a car Interview used to place students • 12 mathematicians (9 female, male) Unsuccessful candidates given feedback • chemist (female) Five partner schools [Placements]      High achieving girls selective grammar [2] High achieving catholic girls comprehensive (WP) [4] Low aspiration girls technology college (WP) [3] Mixed ability mixed comprehensive including catchment area of social deprivation (WP) [2] Boys catholic comprehensive with some behavioural problems (WP) [2] Training and monitoring  hour “mini-PGCE” training session (Paul Cooper) “Meet the teachers” session tutorials  • Initial impressions • Journals and planning the Special Project • Planning the Special Project • Tips email on presentations Regular contact  Wrap-up meeting (videoed)   Training session Group exercise on constructing a bridge using paper and scotch tape One of the two half day workshops for 20 students 2004/5 Placement requirements    Initial meeting with school to negotiate a timetable / hours a week throughout 12 weeks of semester Minimum of 10 placements required Outcome        Performance on unit (10 I, IIi) Special projects Teacher questionnaires (5/5) Student questionnaires (11/13) Publications (3) PGCE (12/13 eventually) Development of personal confidence Special projects          Development of revision materials (x 4) Starters (x 2) Learning styles Fibonacci numbers extension Developing communication skills in “quiet” pupils Problem solving skills Use of interactive white board and laptops by staff Use of “Autograph” software Use of “Geometer’s sketchpad” software Teacher questionnaires 5.0 4.8 4.7 4.0 3.8 Helpful intro to teaching Student preparation for placement Working relationships with students Benefit to school Demands made on school 5/0 Continuation with scheme Student questionnaires 4.8 4.7 4.2 4.2 4.1 4.0 3.8 3.6 Skills development Overall rating of unit School placement experience Training session relevance Training session quality Unit coordinator University support on placement Satisfaction with assessment Dissemination • Website www.maths.soton.ac.uk/staff/d’Inverno/UAS • • • • • • • • publications (Paul Cooper and RAd’I) THES article (6/2/04) TES article Presentation to engineers National/Regional UAS conferences Regional meeting of ILT internal seminars National UAS website www.uas.ac.uk Second year 2003/4  Scheme extended to include Chemistry and Physics Schools 27 applicants 22 selected  • 15 mathematicians (11 females males) • chemists (4 females male) • physicists (1 female male) new partner schools (all WP) giving 10 in total      • sink comprehensive community schools • lower middle class comprehensive community school Morning •meeting/lunch withcollege link teachers boys language Assessment changes • Final report • Weekly journal Tutorials •doubled Presentation • Teacher assessment 30 20 20 30 -> -> -> -> 30 25 25 20 Third year 2004/5       Scheme extended to include Computer Science, Oceanography, Music and Modern Languages 45 applicants 38 selected • 13 mathematicians (9 females, males) • chemists (1 female, males) • physicists (1 female, male) • computer scientists (1 female, male) • 10 oceanographers (8 females, males) new partner schools (2 WP) giving 15 in total (2 discontinued) • musicians (6 females, male) • linguist (1 female) •2 Assessment changes• •3 •1 sixth form colleges ethnically mixed girls comprehensive school mixed (1 high achieving) comprehensive schools boys comprehensive with some behavioural problems Tutorials trebled • • • • Final report 30 -> 35 Weekly journal 25 -> 25 Presentation 25 -> 25 Teacher assessment 20 -> 15 Fourth year 2005/6         Scheme extended to include Biological Sciences and Environmental Sciences (9 disciplines total) Geography likely to adopt scheme at next School Education Board Applications (77 total) • 15 mathematicians (7 females, males) • chemist (1 female) • physicists (6 males) • computer scientists (8 males) • 15 oceanographers (10 females, males) • musicians (9 females) • modern linguists (5 Sciences females) All shortage subjects except Music and Biological 10 biological scientists (9 females, male) No assessment changes•planned • environmental sciences (7 females, male) Unit run by team of academics and Learning and Teaching Coordinators Interviews/Training/Tutorials/Email support/Assessment Blackboard site being constructed for support Current effort Increase placements within partner schools Recruit new partner schools Performance on unit I    IIi Year 1: 10 Year 2: 14 Year 3: 20 16 IIii 1 III 0 Student questionnaires Yr1 4.8 4.7 4.2 4.2 4.1 4.0 3.8 3.6 Yr2 4.1 4.2 3.9 3.6 4.1 4.2 3.7 3.8 Yr3 4.4 4.4 3.8 3.7 4.0 4.0 3.4 3.9 Skills development Overall rating of unit School placement experience Training session relevance Training session quality Unit coordinator University support on placement Satisfaction with assessment Issues       Academic approval by School boards Teacher assessment not moderated Standard format vs Project format Resource • Initial University grant for WP • UAS initial grant Course secretary Confusion in schools over various mentoring-type schemes • Credit bearing • Paid (UG and PG) • Volunteering  Student workload • Work harder: Yes; • Interfere with other studies: No     Underperforming students Students with disabilities Convenor not a “champion” of scheme Spreading the scheme internally/externally University of Southampton acknowledgement of UAS  Honorary Degree awarded to scheme originator Simon Singh July 2005 • Vice Chancellor’s Award presented to scheme coordinator Ray d’Inverno September 2005 Conclusions      Flexible scheme Produces PGCE applicants Develops employability skills Develops personal confidence Highly valued by students