Learning to \u27Write Right\u27: Examining the impact of targeted interventions upon students experiencing intersectional disadvantage

This case study analyses two initiatives at the University of Kent that aimed to tackle student degree awarding gaps (DAGs), specifically those between black, Asian and minority ethnic (BAME) students and white students and those who have studied for Business and Technology Education Council (BTEC) qualifications and A-level students. The initiatives involved inclusive academic skills workshops alongside supervision sessions that sought to direct, develop and demystify academic study for disadvantaged students. Assessment of quantitative data and the findings from a cohort focus group indicate that students experiencing the most intersectional disadvantage (viz. students with both BAME and BTEC characteristics) in a University of Kent social sciences department benefited from these initiatives and their grades improved, narrowing the awarding gap significantly in that academic year

Making mathematicians: Developing expert attitudes with authentic maths activities

One of the goals of an undergraduate degree in mathematics is to transform students’ perceptions of mathematics from calculations with the rote application of formula to the reflective, creative problem-solving that is highly valued in academia and other professions. This can be achieved by incorporating authentic mathematical activities (i.e. the kind of tasks a maths graduate can expect in the workplace) into the design and delivery of undergraduate programmes. The Middlesex maths team have implemented a variety of novel teaching and learning methods into their specialist maths provision to achieve this aim. Our approach includes the use of generative artificial intelligence; extended, vague, problem-solving assignments; student choice in assessment; and reflective components. In this paper we discuss the implementation, benefits, and challenges of these authentic mathematical activities, focusing on their effect on students’ perceptions of mathematics during their studies. We use questionnaires to determine how students’ perceptions of mathematics change while doing these activities and their attitudes to the activities themselves

Towards Improving the Accessibility of the Mathematical Sciences for Visually Impaired People

Digital accessibility, inclusion and diversity are increasingly becoming a priority in Higher Education (HE), however mathematical accessibility for visually impaired people remains an area in need of improvement. Gaps in accessibility for visually impaired students can deter them from pursuing Mathematical Sciences at HE level, put them at a disadvantage in traditional assessments and mask a student’s mathematical ability. Administration, culture and curricula are among the highest-rated obstacles for visually impaired students studying maths implying that alternative pedagogical approaches and technology are needed to address barriers and educators need to understand the challenges faced by visually impaired students to provide appropriate support. The project undertaken at the University of Glasgow started with a consultation with a variety of institutions, professionals, academics and students. This was followed up with a series of discussion groups and culminated with a hybrid workshop. In this paper we will give an overview of the workshop, our findings and discuss the provision of a consistent support system across programmes which can be adapted around individual needs

Co-creating ‘Map My Assessment’: a strategic tool for programme assessment planning and student success

‘Map My Assessment’ (MMA) is a visualisation tool designed to support programme teaching teams in mapping out assessment plans across an entire programme. By providing a clear overview of assessments, MMA helps students to manage their time and workload more effectively, avoiding the issue of clustered deadlines, and also helps programme leaders to plan the assessment effectively. The development of MMA was a collaborative effort, featuring a student-staff partnership that proved mutually beneficial. The student consultant played a key role, gaining valuable project management and technical skills, while staff contributed their expertise and also benefited from the student\u27s unique perspective. Feedback has been overwhelmingly positive – teaching staff appreciated the holistic view MMA offers for strategic assessment planning and the student consultant valued the employability and skills enhancement gained through this hands-on experience. Ultimately, MMA evolved into a cost- effective and accessible alternative to a discontinued custom app, further demonstrating the value of co-creation in educational innovation

Student insights into Gen-AI Use in writing academic essays in higher education: motives, benefits and challenges: Motives, benefits, and challenges

This study explores students’ perceptions of the effectiveness of applying generative artificial intelligence (Gen-AI) tools to meet the learning outcomes of assessments. The rapid integration of Gen-AI into higher education has ignited debate about the benefits and challenges of these tools when in the hands of educators and students. The study aimed to contribute to the existing body of knowledge by moving beyond mere usage and acceptance of Gen-AI by focusing on its ability to achieve desired learning outcomes. A qualitative study with a sample of thirty-five undergraduate university students aimed to understand how well Gen-AI met the assessment learning outcomes. The findings identify convenience as one of the main drivers for choosing it and suggest that the threat of plagiarism and inadequate expertise in managing its tools are notable hindrances. This study provides insights into key areas on which academic institutions can focus to make AI tools more valuable in assessments, where their application is now inevitable

Hard-to-Reach Students, or Hard-to-Reach Lecturers? A Personal Reflection

This piece reflects on the challenges of engaging ‘hard-to-reach’ students in higher education, urging a shift in focus towards relational teaching. It highlights the importance of building human connections and creating inclusive learning environments. The piece emphasises that universities must provide the necessary support and resources for lecturers to foster genuine human relationships, as learning is most effective when students feel valued and connected

Front Matter

Front Matter for MSOR Connections Vol 23 No

Whole Student Cohort Co-creation of Industry Based Assessments in an Applied Mathematics Module to Promote Student Engagement through Belonging

Student engagement has been shown to be impacted by a student’s sense of belonging. As part of a wider initiative to enhance belonging amongst students on Mathematics, Physics and Engineering Foundation Year programmes, the Applied Mathematics team implemented a new assessment strategy using group-work and co-created industry contexts. The team co-created the industrial contexts with the whole student cohort, resulting in five industry themes. These themes were then used to develop five versions of a written test, with each version having questions contextualised to one of the five industry themes, and five versions of a group piece that each tackled a problem from one of these industries. Qualitative feedback from module evaluations suggested a positive impact on students. Additionally, the final exam, which was comparable with the previous year, saw an increase in attendance of 21% and increase in average attainment of 10%, suggesting a positive impact on student engagement within the module. However, this formed part of a wider initiative to promote student engagement through student belonging, and therefore these increases cannot be solely attributed to this assessment strategy

Sim City: Marketing Edition: Where Strategy Meets Reflection

This reflective piece explores how score-based simulation game assessments can enhance student engagement in the MA Marketing Management programme. By providing real-time feedback and encouraging strategic experimentation, simulations create a more immersive and motivating learning experience. The integration of these gamified elements has transformed classroom dynamics, effectively bridging the gap between theoretical concepts and practical application

The Influence of Generative AI and Its Impact on Critical Cognitive Engagement In an Open Access, Distance Learning University.

The rise of generative artificial intelligence (GenAI) technologies like ChatGPT, Copilot and Meta AI has raised concerns about their impact on academic practices pertaining to cognitive engagement and intellectual rigour. This study investigates the influence of GenAI and its impact on critical cognitive engagement. GenAI threatens deep thinking by enabling students to outsource academic tasks such as critical analysis, leading to overreliance on generative tools. The ease and convenience provided by these technologies risk the promotion of surface and passive engagement with complex topics, diminishing scholarly inquiry and intellectual depth. This qualitative study employs an interpretive phenomenological design integrated with elements of action research, document analysis and an open-ended questionnaire. In this study, data was collected using two methods: 1) screenshots of four first-year student assignments and four examination scripts, which were analysed using GenAI detection tools such as Sapling and QuillBot; 2) open-ended questionnaires emailed to ten first-year lecturers. Students’ written work was analysed using GenAI detection tools to identify potential usage. Data from both sources were analysed using Braun and Clarke’s (2021) six-phase thematic analysis framework. Findings suggest that reliance on GenAI may undermine genuine learning, critical thinking, and analytical skills, as students prioritise convenience over detailed understanding. To halt the decline in critical thinking, it is essential to educate students about academic integrity; guide them to evaluate credible sources; encourage original research and analysis; and implement effective GenAI detection measures. This study advocates the preservation and promotion of deep thinking in academia to stress the need to balance technological advancements and academic integrity