Enhancing the learning culture of Mathematics Undergraduates

There has been an emerging change in the University sector with increasing student fees, organisational pressures and greater demand to meet a diverse students’ range of abilities. It is therefore no surprise that higher education institutions are constantly exploring avenues and strategies that will not only increase student engagement but will also progress students’ learning experience to an optimal standard. This study discusses three initiatives that were recently undertaken in Aston University for the purpose of complementing formal teaching and consolidating the learning process of Mathematics students at different levels of study. Maths Peer Assisted Learning (PAL), Alumni Industrial talks integrated into Maths modules and the Big Bang UK Young Scientists & Engineers Fair were three new initiatives introduced during the academic year 2013/14; their impact on the learning experience of the students are viewed from the student and staff perspectives. Outcomes from all three initiatives have been positive showing dual positive outcomes from both parties involved in the initiatives; for example the Peer Assisted Learning (PAL) had a positive impact on mentees and mentors. Students have developed a range of skills from engaging in such initiatives including the development of transferable skills required for employability and this study looks to showcase these and to share good practice. Keywords: Employability; Peer Assisted Learning; Student Engagement; Student Experience; Mathematics; STEM