Monthly Archives: March 2012

5 workshops: Maths Strand Outputs in the National HE STEM Programme

The Mathematical Sciences Strand of the National HE STEM Programme has announced five free workshops to disseminate its outputs. I will be presenting on the outputs and outcomes of the HE Curriculum Innovation Project.

A dynamic one day workshop sharing the outputs of the Maths Strand of the National HE STEM Programme with a wide range of resources to take away for HE mathematics departments.
This workshop will be repeated in 5 different locations.

Click on the workshop below to see the details and how to register:


Booklet: Good Practice on Inclusive Curricula in the Mathematical Sciences

We supported Emma Cliffe (Bath) to run a workshop and co-ordinate a booklet to investigate and share good practice relating to inclusive curricula in mathematical sciences. The workshop, the Maths, Stats and OR Accessibility Workshop, took place at the University of Bath on 21st February 2011. I am delighted to report that the booklet is now available as: Good Practice on Inclusive Curricula in the Mathematical Sciences.

Good Practice on Inclusive Curricula in the Mathematical Sciences

Interim report: “Development and evaluation of methods aimed at individual lecturers for producing flexible and accessible learning resources to enable inclusive curriculum delivery in mathematics”

The following interim report has been submitted by Emma Cliffe and Jane White for their project looking at methods to produce flexible and accessible learning resources in mathematics.


A literature and technology review, coupled with survey responses and some student feedback has been used to define the requirements for the methods to produce accessible mathematical learning resources.

The review of the literature provided confirmation of the formats which departments may need to provide to disabled students and some guidance as to current methods specific to producing mathematical documents. Basic test use of individual identified methods ensured we had an understanding of the current base capabilities of a variety of technologies.

A survey was produced and staff from three institutions were invited to respond. This survey aimed to capture current practise in the production of mathematical learning resources by individual staff. Respondents were additionally asked if they were willing to provide representative samples of their learning resources in the underlying production formats. The survey had 45 respondents from three departments and 16 members of staff agreed to provide representative samples. Of these, 4 staff offered resources for research purposes only and 12 staff agreed that in addition we may report anonymised quantitative data and anonymised partial or full quotations from the files provided. This collection of samples was outside the original planned work but we felt analysis of ‘live’ samples would provide a strong basis for our recommendations as well as forming rich case studies for possible inclusion in the output resources.

A request for input from disabled students in mathematics currently receiving notes prior to lectures received only one response. We were able to mitigate this by referring back to feedback on notes already in production at Bath and we intend to contact students again once we have example resources for them to trial.

Current activities:

The collected case study samples have provided a body of test inputs to the technologies we identified in the literature and technology review stage. Analysis of the provided files, the interaction of these with the identified technologies and of the technologies with each other when working with these examples is ongoing. This analysis is being used to formulate and adjust the recommended methods for producing masters which can be automatically transformed. We will also be able to report on our experiences of working with legacy documents and to refer to case studies in the outputs.

Dissemination activities:

We gave a short report on our work to date at the University of Bath HE STEM Seminar on Monday 30th January 2012.

Future activities:

The collection and analysis of representative samples was not part of the original plan of work. However, the collection allows methods to have a sound footing prior to use by a small number of staff to produce notes for current students and enables us to report on case study documents. The trial and iterative evolution of methods, which was to take place in January will now take place later in the project, be of a more limited nature and start from a stronger base.

The main member of staff working on the project was away for a period during February. In order to ensure that the project reports in May as planned additional hours of work have been assigned to the project throughout March, April and May. The creation of instructions and examples will take now take place alongside the small trial and adjustments to the methods. This will allow the instructions to evolve in a natural way as the staff and students report back on their experiences. Analysis of costs, barriers and risks, the final report and presentation of the project outcomes will take place in May as originally planned.