Traditional engineering education is usually very theoretical and in a closed environment. By using the Learning Methodology + Service (L+S) and various techniques and Agile methods, performed from the beginning of the life cycle of a project, the incorporation of a different form of COMPUTER SCIENCE KNOWLEDGE Forshaw et al 2016 Meeting graduate employability needs through open-source collaboration with 1 This paper describes the development and delivery of a course, in close collaboration with industry, over a ten-year period. We describe the details of this collaboration, which aims to equip students with collaborative software development experience, incorporating open source, Categories

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This provides an opportunity for fun and play, while developing graduate skills. It teaches some combinatorics, graph theory, game theory and algorithms/complexity, as well as scaffolding a Pólya-style problem-solving process. The assessment of problem-solving as a process via examination is outlined. Student feedback gives some indication that students appreciate the aims of the module, benefit from the explicit focus on problem-solving and understand the active nature of the learning.

T his paper reports on progress in developing a web-based environment to support non-specialist mathematics students taking University level Mathematics as a compulsory subject in their first and second years. The scale and diversity of the service teaching provision at Nottingham invites the use of a technology-based framework in order to make available the 'good practice' features developed both locally and elsewhere. Initially the twoyear development is focusing on{• establishing a supportive environment;• providing feedback to students, their lecturers and importantly to their home Schools; • identifying and supporting e-learning strategies; • improving student motivation; Current activities have been primarily directed to the first three bullet points.The e-learning project MELEES (Mathematical Electronic Learning Environment in Engineering and Science) aims to develop a dedicated infrastructure for the non-specialist mathematics (service) provision to Engineering and Science. The framework enables existing local e-learning initiatives to become embedded and to assist teaching staff in providing learning support materials. An important element is to incorporate existing learning materials available from ongoing HEFCE and other initiatives such as FDTL and TLTP together with wider availability such as collated by the LTSN Engineering and LTSN Maths, Stats & OR Network.The principal challenge within the service teaching of mathematics is to address the needs of students who have not chosen the subject as a main area of study. Such students are often not provided per se with as extensive a support structure as that associated with their main subject area(s). It is important to note, as Prosser and Trigwell [1] suggest, that students' perceptions of their situation are related to their learning outcomes. As Petocz and Reid [2] assert, it is therefore critical to enhance the learning environment in mathematics with an appropriate structure, and to ensure that students are aware of the existence of this structure and the support it can provide them. Such a learning environment involves balancing the needs of the curriculum (content, assessment and outcomes) and of the participants (students, tutors and lecturers) for whom support can be provided at a number of levels. In a service teaching environment the stakeholders of the students programmes in client subjects are also both contributors and consumers. Providing links to the students overall programme of study, and the relationships with mathematics, will enable students to appreciate the importance and relevance of their mathematical knowledge and skills to their chosen degree programme.