The role of informal learning spaces in enhancing student engagement with mathematical sciences

Waldock, Jeff; Rowlett, Peter; Cornock, Claire; Robinson, Michael G.; Bartholomew, Hannah

doi:10.1080/0020739x.2016.1262470

Cited by 20 publications

(19 citation statements)

References 6 publications

(5 reference statements)

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“…This includes lots of working spaces, group tables, and meeting rooms. As presented by Waldock et al (2016), the working space gives the students a home, a feeling of belonging, and promotes students working together. In the research, it was found that there was a strong indication that "increased accessibility of both staff and other students has contributed to the students feeling like they are part of a mathematical community".…”

Section: Working Environmentmentioning

confidence: 99%

“…As discussed by Waldock (2015) and Waldock et al (2016), students on the course have a place to work which is alongside staff offices. A floor plan is given in Figure 5.…”

Section: Working Environmentmentioning

confidence: 99%

“…During an evaluation in 2014-15 in Cornock (2016), it was found that students were generally very positive about the scheme. A large theme that emerged in the evaluation was how it gave the students a group of friends.…”

Section: Peer Assisted Learning Schemementioning

confidence: 99%

“…As presented within Waldock (2011) andCornock (2016), the scheme consists of groups of first year students being supported by pairs of students further on in their studies. Group work fosters "feelings of belonging to a community of learners of mathematics" in general (Challis, 2015), so the group work itself plays an important role.…”

Section: Peer Assisted Learning Schemementioning

confidence: 99%

“…It was found that 86.8% of final year students who filled in a survey in a lecture in 2014-15 said that they "felt part of a mathematics community" (Cornock, 2016). Evaluation for different activities will be given throughout this case study.…”

Section: Introductionmentioning

confidence: 99%

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Development of a Course Community

Cornock

2017

MSOR

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There are feelings of belonging amongst those involved with the mathematics course at Sheffield Hallam University. A number of factors contribute to this, including the use of year tutors, a peer assisted learning scheme, a shared working space, a Maths Arcade, an induction week programme, a final year de-stress day, and other social events. In addition to communication with peers in their own year group, interactions with staff and students in other year groups are encouraged. The students are given opportunities to form friendship groups, which has a large impact on their university experience. The desire from staff to work alongside students and support activities has resulted in students feeling part of a community.

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Section: Working Environmentmentioning

confidence: 99%

“…As discussed by Waldock (2015) and Waldock et al (2016), students on the course have a place to work which is alongside staff offices. A floor plan is given in Figure 5.…”

Section: Working Environmentmentioning

confidence: 99%

Section: Peer Assisted Learning Schemementioning

confidence: 99%

Section: Peer Assisted Learning Schemementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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