Promoting Student-Tutor Engagement through Poster Assignments
Explore how Dr. James Denholm-Price and Dr. Peter Soan implemented group poster presentations to enhance student-tutor interaction at Kingston's Mathematics School. Learn about the objectives, approach, findings, and discussions surrounding these assignments.
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Presentation Transcript
James Denholm-Price & Peter Soan | 4 April 2025 Setting and Marking Poster Assignments to Promote Student- Tutor Engagement 1. Background & motivation 2. Approach adopted 3. Findings 4. Discussion Dr James Denholm-Price and Dr Peter Soan School of Mathematics
James Denholm-Price & Peter Soan | 4 April 2025 Setting the Scene There s a lot of change underway at Kingston Building programmes Rationalised courses Revised Academic Framework: 30 credit modules enhanced support strengthened Personal Tutor system greater emphasis on employability
James Denholm-Price & Peter Soan | 4 April 2025 Group Poster Presentation Early in Year 1 Worth 20% of Module Task set Week 3 Presented Week 8 Each group from one Personal Tutor Modal group size 3
James Denholm-Price & Peter Soan | 4 April 2025 Group Poster Presentation Support Discussion with Personal Tutor (who provided topic) Workshops groupwork, research skills, ethics and professionalism
James Denholm-Price & Peter Soan | 4 April 2025 Objectives Develop students skills Gently introduce assessment at university ease transition from school Enhance interaction with Personal Tutor Initiate tutor-based Study Groups
James Denholm-Price & Peter Soan | 4 April 2025 Sample Topics Omar Khayyam Roots of Cubic Equations Edward Lorenz The Butterfly Effect Georg Cantor Different Sizes of Infinity Frank Yates Design of Experiments
James Denholm-Price & Peter Soan | 4 April 2025 Presentation Single large room 4 hour session Light refreshments A1 poster displayed Elevator Pitch presentation by students + question/answer Most Personal Tutors visited
James Denholm-Price & Peter Soan | 4 April 2025 Assessment Detailed pre-published criteria (approximately 50% content, 50% presentation) 2 staff marking different posters 5% of total mark available via peer review (ranking)
James Denholm-Price & Peter Soan | 4 April 2025 Peer Assessment
James Denholm-Price & Peter Soan | 4 April 2025 Challenges Groups took time to assemble and gel Consistency of level of Mathematics Marker fatigue during Presentation Consistency of Marking
James Denholm-Price & Peter Soan | 4 April 2025 Overall Outcomes High level of student engagement Virtually all attended for presentation High standard overall considerable effort shown in many cases
James Denholm-Price & Peter Soan | 4 April 2025 Innovative Eye-Catching Designs
James Denholm-Price & Peter Soan | 4 April 2025 Originality WikipEasier than in-depth research (but not over abused).
James Denholm-Price & Peter Soan | 4 April 2025 Mathematical Content Light Some but not all 0
James Denholm-Price & Peter Soan | 4 April 2025 Student Enjoyment 80%
James Denholm-Price & Peter Soan | 4 April 2025 Longer Term Effects 60%
James Denholm-Price & Peter Soan | 4 April 2025 Group Durability Still together 25% 5% regularly occasionally
James Denholm-Price & Peter Soan | 4 April 2025 Conclusions Demonstrated development of communication skills Successfully motivated students to work early in their course Some contact with Personal Tutors Failed to facilitate study group formation
James Denholm-Price & Peter Soan | 4 April 2025 Next Steps Involve Tutor Groups in preparatory workshops Use Tutor Groups in follow up activities Discuss drafts with Personal Tutors Personal Tutors sole distributors of marks and feedback
James Denholm-Price & Peter Soan | 4 April 2025 Thank You! Any questions
