University of Greenwich Journals and Working Papers
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Co-creating ‘Map My Assessment’: a strategic tool for programme assessment planning and student success
No full text‘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
Whole Student Cohort Co-creation of Industry Based Assessments in an Applied Mathematics Module to Promote Student Engagement through Belonging
No full textStudent 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
Revisiting John Snow\u27s Cholera Map: A Data Visualisation Case Study for Statistical Education
No full textData visualisation is a fundamental tool in statistical analysis, enabling the identification of patterns and relationships that might otherwise remain hidden in raw data. One of the most famous historical examples is John Snow\u27s 1854 cholera map, which demonstrated the spatial clustering of cholera cases around a contaminated water pump in London. This study explores how Snow\u27s visualisation can be effectively incorporated into statistics education as an interactive case study. Revisiting Snow’s cholera map in 2025 provides a powerful bridge between foundational epidemiological reasoning and modern statistical practice. It offers students an intuitive, historically grounded pathway into spatial thinking and data visualisation using tools like R. Using R, we outline the steps involved in reproducing Snow\u27s cholera map, demonstrating geospatial data manipulation, visualisation techniques, and spatial analysis. We discuss the pedagogical benefits of historical case studies in statistics courses, emphasising their role in fostering curiosity, critical thinking, and technical proficiency. Additionally, we explore how these methods can be extended beyond epidemiology to applications in public health, urban analytics and environmental science. By integrating historical datasets with modern computational tools, educators can create engaging, hands-on learning experiences that reinforce core statistical principles while illustrating the real-world impact of data analysis
The effect of Advanced Higher Mathematics on success within STEM degree-programs
No full textTo gain access to higher education degree programmes, Scottish domiciled students must obtain the relevant grades in Scottish Higher qualifications typically achieved in either of the final two years of secondary school (S5 and S6). However, for admission to some of the most competitive degree programmes at higher education institutions in the UK, Advanced Highers are sometimes required or recommended. However, there exists little published literature on the effect of Advanced Higher on students’ chances of success in higher education. This is relevant given that Advanced Highers are not compulsory and may not be available to every Scottish learner. This study fits Modified Poisson regression models to 10 years’ worth of student registration records at a single Scottish higher education institution. Results indicated that students on Mathematics and Statistics programmes and had an Advanced Higher in Mathematics were 36.1% more likely to progress at the end of their first year and 57.3% to complete their degree within four years, compared to their peers with just Higher Mathematics. For other Science and Engineering programmes, there was a significant interaction between having a Higher/Advanced Higher Mathematics qualification and whether or not it was recommended. Given these results, if access to Advanced Highers is found to be associated with socio-economic background, then this could undermine Scotland’s Widening Access agenda
Workshop Report: Designing Assessment to Promote Students’ Wellbeing
No full textThis is a report on a workshop held in July 2024 at the University of Greenwich as part of the Higher Education Teaching and Learning Workshop Series supported by three mathematics and statistics professional bodies and learned societies. The report includes the abstracts of the presentations delivered at the workshop
Using Artificial Intelligence to support students’ active learning
No full textThe necessity of supporting students to be active learners warrants the development and integration of active learning approaches within curricula. Technology, particularly with the advancement in generative artificial intelligence (GenAI), provides opportunities to develop such approaches. This case study presents an example of an innovative method of using GenAI to promote interactive learning. The approach involved students’ working through a series of questions, as in an open book assessment format, but with the opportunity to use GenAI as a virtual tutor. This provided a mechanism for students to practise active learning while receiving individualised support from GenAI. Our evaluation suggested that students found the approach effective as it enabled them to learn through knowledge application instead of rote learning and provided opportunities to use GenAI to obtain instant, personalised feedback which they could act on to improve on their learning
From Passive to Active Learning: Enhancing Statistics Education with KitaaSTAT
No full textMany challenges affecting statistics instruction stem from the choice of statistical software, as many of the software programs used for teaching statistics were originally designed for proficient users to conduct advanced analyses (Abbasnasab Sardareh, 2021). This review examines the use of the KitaaSTAT software in teaching a core quantitative research methods module at the postgraduate level. My observations of student interactions with the software during the module point to the ease of use and built-in interpretations of results as the key strengths of the software
Hello! Goodbye! : Sharing salutations and valedictions with students in the university classroom
No full textThe author of this opinion piece argues that effective lecturer-student relationships at the university level can be nurtured through the simple sharing of salutations (greetings) and valedictions (farewells). Readers are asked to be mindful of select considerations to positively impact students at all levels and in a variety of university classroom contexts
Sim City: Marketing Edition: Where Strategy Meets Reflection
No full textThis 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
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