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How one module can serve multiple qualifications through tailored implementation of presentation

Project leader(s): 
Carol Calvert and Rachel Hilliam

Many modules in mathematics and statistics act as service modules for a wide range of non-M&S qualifications. This project aims to scope out an approach where both the study aims and the support for individual students on differing qualifications are tailored to their qualification goal. The aim is to provide a student journey through the module which will be more appropriate aligned with their individual qualification and therefore improve both student satisfaction and retention.

To pilot the approach M248 has been chosen for this work. This is a module with around 450 students of whom around 230 are studying Mathematics and/or Statistics related qualifications, the remaining students are studying as part of a non-M&S qual including many taking it as a standalone module, as part of the Open degree and or as part of non-degree level qualifications.

The project will cover three strands and the funding requested in this bid will not only cover the evaluation and dissemination of results but also the cost of specialist ALs needed for the work in strand 2 (see below).   

  1. Identify the pressure points for students studying M248 and classify the differences of these pressure points by qualification. This will be done though student evaluation.
  2. Use specialist ALs to identify routes through M248 which will be tailored to each of the main qualifications which students who study M248 are registered for.  We anticipate these routes will highlight aspects of the material and assessment which are important pre-requisites for future modules within individual qualifications, as well as noting parts of the module where it might be less important for deep understanding for their chosen qualification.
  3. Allocation of students to tutors by qualification, rather than geography, with tutor group time allocated for qualification-based discussions and tutorials reflecting routes identified in part 2.