Authentic by design: developing mathematicians for the talent economy

Masterson, Brendan ORCID: https://orcid.org/0000-0003-1929-1349, Megeney, Alison ORCID: https://orcid.org/0000-0002-3274-7809, Sharples, Nicholas ORCID: https://orcid.org/0000-0003-1722-5647, Lawrence, Snezana ORCID: https://orcid.org/0000-0003-0208-9320 and Jones, Matthew ORCID: https://orcid.org/0000-0002-5252-5234 (2022) Authentic by design: developing mathematicians for the talent economy. In: CELT-MSOR Conference 2022, 01/09/22-02/09/22, Abertay University Dundee. . [Conference or Workshop Item]

Abstract

MSOR programmes are highly valued as intellectually demanding, and require students to formulate, abstract, and solve problems rigorously. A current challenge is to reconcile the most abstract maths with sector trends towards practice-based learning and teaching, and authentic assessment. Some institutions are responding by reviewing the balance of pure and applied mathematics.

The Middlesex University mathematics team have redesigned our degrees so that authenticity can be achieved across all areas of maths, including the purest. This is accomplished by learning and assessing using a wide range of technologically enhanced methods to support the development of the broad skill set required for the talent economy. Skills like creativity, originality, critical thinking, problem-solving, communication, collaboration, and to learn and develop independently are highly sort after. As technology is increasingly integrated into everyday life we must recognise and prioritise digital skills within programmes to ensure graduates are employment ready.

In this talk we will discuss our approach by highlighting some key features of the new programmes.

*Modules such as Problem Solving Methods and Communication concentrate on developing higher order maths skills such as problem solving, communication, data assimilation etc. collaboratively.

*We assess entirely through coursework assignments to explore students’ understanding of these complex topics using novel problems that would be intractable in time-limited assessment such as exams.

*Technology is integrated throughout allowing students flexibility in how they solve and present solutions to problems.

*The programmes develop graduates that are future focussed and employment ready.

*Collaborative problem-solving spaces create flexible, virtual learning communities.

Equitable access to technology allows for inclusive assessment: students can choose their preferred
submission format without disadvantaging others.

The aim of the talk is to describe an approach that moves away from standard practices to the creation of a learning environment drawing on the best of the old and the new

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