class: middle, centre background-image: url(uglibrary1.jpg) background-size: cover .bigtext[Induction Session for Maths & NatSci Students] --- # Who am I? * Prof. Steven Abel * maths.ugdirector@durham.ac.uk * Director of Education * CM214 .right[<img src="obiwan.jpg" alt="Obi Wan" style="width: 40%;"/>] --- # Who are you? * Mathematics Students * Natural Scientists taking Calc, Lin Alg * Others taking Calc, Lin Alg * **Incredibly well qualified** .center[<img src="padawans.jpg" alt="Padawans" style="width: 80%;"/>] --- # Plan * Session 1 ~ 75 mins * Why study maths at uni? What is uni? * Overview of 1st year, lectures, tutorials * Student perspective * Break ~ 30 mins * Session 2 ~ 60 mins * Homeworks * What to do if I get stuck * Student feedback * Careers and DSU --- class: middle, centre background-image: url(university.jpg) background-size: cover .bigtext[What is University?] --- # Why study maths at university? Because... * I will get a good job * I will acquire graduate skills * I love mathematics --- # List of graduate qualities .smallertext[ .left-column[ Understanding disciplines * Critical analysis * Research capability * Engage with the professional world * Scholarship * Practical competency Study skills * Independent learning * Numeracy * IT skills * Information skills * Literacy Interpersonal skills * Networking * Negotiation * Teamwork * Communication * Leadership ] .right-column[ Entrepreneurial behaviour * Initiative and drive * Innovation and creativity * Opportunity identification * Problem solving * Emotional intelligence Personal effectiveness * Time management * Careers management * Self awareness * Continuing personal development * Adapting to change Understanding the world around you * Ethical sensitivity * International & local perspective * Cultural awareness * Commercial awareness * Environmental awareness ] ] --- .left-column[**Don't let your degree get in the way of your education**] .right-column[] --- # Am I up to it? * **Do not be under-confident** * You are amongst the best qualified students in the country * Maths is a challenge but there is lots of support on hand to help you * Almost everyone is capable of getting a good degree --- # Am I up to it? * **Do not be over-confident either!** * There is a strong correlation between tutorial attendance / homework results and exam performance * .red[No-one gets a good degree without working very hard!] <!-- # True or false? * AXIOM 1: Everyone who gets to Durham is capable of getting a good degree (1st/2:1) * AXIOM 2: No-one gets a good degree without working hard! TODO percentage of work handed in, tutorial attended vs degree classification --> --- # How hard should I work? * A student taking six maths modules has around 20 contact hours/week * You should be spending as much time again at maths on your own * But if you are spending **lots** more than this, you should look for help --- # Differences from school .smalltext[ .left-column[ .center[**School**] * Daily routine pretty prescribed * Teachers, parents, will nag you to complete tasks * Teacher will repeat lessons until you get it * Emphasis on learning specific skills needed to answer questions on exam * Learn specific way of writing solutions * Teachers dedicated to teaching same material 100% of the time ] .right-column[ .center[**University**] * Up to you to balance work with outside interests * You are responsible for meeting deadlines * Lectures move on to new topics constantly. You must work outside lectures to master things you don't understand at first * Emphasis on understanding concepts deeply which can be used to answer unseen questions * Learn how to write precise logical arguments * Lecturers engaged in active research as well as research-led teaching ] ] --- class: middle, centre background-image: url(karatekid.jpg) background-size: cover .bigtext[**You** are in charge of **your** education!] --- background-image: url(feynman.jpg) background-size: cover .bigtext[Lectures] --- # First year lectures * Calculus (3/week), Linear Algebra (3/week), Analysis (2/week): **all in TLC042** * Probability and Stats (3/week in ER201) * Programming and Dynamics (1 lecture/week **in W103** + 2hr practical/week in Michaelmas) * Discrete (2/week) **in PH8** * all start next week (week 1) --- background-image: url(mymathstimetable.png) background-size: contain --- # Lectures * Core courses are some of the largest classes in the University - near 450 * Lectures in TLC. Lecturer should use a microphone and lecture is recorded * Start 5 mins after hour, and finish 5 mins before * In theory not compulsory but **highly advisable** --- # Lectures * Many different styles of lectures * Mostly "chalk and talk" * Sometimes use slides/transparencies/visualiser * Sometimes hand out notes (with/without blanks) * Lectures move much faster than lessons - no expectation that you understand in real time --- # Taking notes * Most use punched A4 + ring-binders - maybe up to 4 sides/lecture * In maths usually best to copy everything off board + annotate any points highlighted by lecturer * Try to write legibly --- background-image: url(questions.jpg) background-size: cover .bigtext[Engage!] --- # Can I ask questions? * Yes!!! * Sometimes the lecturer makes a mistake * If something is unclear then a question can help clarify things * Sometimes lecturers will ask questions to the audience * Can also ask questions personally at the end right after the lecture --- # After the lecture * Go through your notes, see if you understand proofs and tidy up - number them! * If you don't understand, try reading textbooks & ask other students * But remember, maths is a craft, learnt by doing: always try out your understanding on problems --- background-image: url(tutorials.jpg) background-size: cover .bigtext[Tutorials] --- # Tutorials * Michaelmas Term: one tutorial/module/week * Begin in week 2 (on Oct 14th) * Tutorial groups taught by lecturers or postgraduate students * Groups of about 10-12 * You will find out which group you are in shortly * **Attendance is compulsory** * If you have a clash, **go to the maths office** * Tutorial problems set by lecturer: prepare before tutorial, and discuss at tutorial --- # Tutorials * Given by lecturers or postgrads * Can be given in different styles * Tutor lets you get on with solving problems but walks around giving one-to-one assistance * Tutor asks students to come to board to do problem * Tutor does problem on board but asks students to help * Students work in groups either at board, or present results on board --- # Aim of tutorials * Clarify misconceptions and deepen understanding of material through an **interactive conversation involving the whole group** * Encourage communication and presentation skills * So try not to hide in the corner - **do not worry about looking stupid** --- background-image: url(supportclasses.jpg) background-size: cover .bigtext[Support classes] --- # BUYS support classes * Diagnostic test tells you if you might need help * Complete it if you haven't yet! https://www.maths.dur.ac.uk/BUYS/ * Two extra sessions/week if you need extra support * Anyone can go * Not just A-level material, also material from lectures --- background-image: url(buys2.png) background-size: contain --- # Epiphany * Collection exams (mock) 1st week of Epiphany * Tutorials every fortnight * Problem classes in between (like lecture but focussed on doing problems, not new material) * All core courses have 3 lectures/problem classes per week --- # Easter Term * 2 weeks revision lectures and tutorials * Exams * All exams must be passed * Resits in August * Do not count towards final degree classification * **Getting good marks in 1st year will help you enormously in getting good marks in later years** --- # Questions? --- # Now... * Student prespective --- background-image: url(break.jpg) background-size: cover .bigtext[Break] --- background-image: url(homework.jpg) background-size: cover .bigtext[Homework] --- background-image: url(workflow.png) background-size: contain --- # Homework * For each course you will be given problem sheets containing lots of questions * Each week a number of these problems will be set for homework and for tutorials * Calculus/LA have alternating marked/e-assessments: * physical hand-in deadline every two weeks in week 2n+a * e-assessment deadlines set every two weeks in week 2n+a+1 --- # Homework * Core courses (Calculus/LA/Analysis) * Hand in to tutor or do e-assesment * Hand-in deadline set by tutor * Marked work handed back in tutorial with written and verbal feedback * Discrete/Probability * Hand in to lockers in CM117 (room right of main entrance to maths) * Deadline set by lecturer * Marked by markers & returned in tutorials or lectures --- background-image: url(lockers.jpg) background-size: cover # .white[Homework lockers CM117] --- # Homework * Homework is **compulsory** * Lecturer will provide solutions to at least all set questions, and perhaps all the questions on problem sheet * e-assessments give instant feedback. You may try as often as you like before you submit * **Solutions to past exam papers are not provided** <!-- flow diagram of tutorials, see peter's slides --> --- # Homework * Almost all homework is **formative** not **summative** i.e. does not count directly towards your final degree * You can work together on some problems but make sure **you** understand what is going on * Copying may help you get the mark in an assignment though a wary tutor will spot it, but it won't help you understand * Write neatly. Setting things out intelligently is an important skill * Marked work is deeper, e-assessment tests technical skills --- # Homework * Markers should also provide detailed comments on where you have gone wrong, and enough of a hint for you to correct error! * If you get consistently low marks (C's or worse), discuss why with your Tutor and perhaps Advisor --- # Marking Generally given a grade A-E * A = 80% - 100% excellent, minimal problems * B = 60% - 80% good, minor problems * C = 40% - 60% pass, serious problems * D = 20% - 40% fail, extremely serious problems * E = 0% - 20% complete failure --- # Marks in exams * 70%-100% 1st Class * 60%-70% 2:1 Class * 50%-60% 2:2 Class * 40%-50% 3rd Class * 0%-40% Fail --- background-image: url(deathstarprogress.jpg) background-size: cover .bigtext[Academic Progress] --- # Academic Progress * Homework marks and tutorial attendance are monitored * If you don't do your homework or don't attend tutorials, you may get an APN (Academic Progress Notice) - **you don't want this** https://www.dur.ac.uk/learningandteaching.handbook/2/6/3/ --- background-image: url(stuck.jpg) background-size: cover .bigtext[Stuck?] --- # What to do if I get stuck? - self help * Step back and think about the problem. Have I used all facts? What is this question about? Have I read it properly? Can I simplify the problem? * Look at your notes & work through similar worked examples in your notes * **Use textbooks** (library!) - they provide a different explanation & a wealth of examples. Work through these! * Ask your friends. See if you can make collective progress! --- # What to do if I get stuck? - departmental help * Try to discuss it in a tutorial session where others may benefit * Go to see the tutor, but take your notes/working * Go to see the lecturer, but take your notes/working --- # What to do if I get stuck? - departmental help * Department runs an "open door" policy * Most tutors/lecturers have office hours, or can be consulted at any time * It might be worth emailing them to avoid disappointment - don't be put off if they can't make an appointment immediately * If you are not happy with the way things are going, see your Advisor or the Course Director --- # Resources Lecturers provide resources * Problem sheets * Handouts (sometimes) * Lecture notes (sometimes) * Solutions (at least for homework questions) --- # Module information * Module web pages * On DUO http://duo.dur.ac.uk/ * More information sometimes hosted on departmental server (linked through DUO) * Module information at http://www.dur.ac.uk/mathematical.sciences/teaching/ * 1H course booklet * contains module description and recommended books --- background-image: url(www-teaching.png) background-size: cover --- background-image: url(www-teaching-1h.png) background-size: cover --- # Textbooks * In Durham, course defined by syllabus/lecture notes * But textbooks provide useful alternative expositions * & have lots of examples in them * Can be borrowed, bought new or bought used --- background-image: url(uglibraryfull.jpg) background-size: cover # .white[Undergraduate library / study space CM117, CM125] --- background-image: url(minion.jpg) background-size: cover .bigtext[Feedback] --- # Feedback Department to Student * Lectures provide solutions * Tutors mark work and give grades * Verbal feedback during tutorials * Advisor gives academic & pastoral advice * **Always read your university email** --- # Feedback Student to Department * Directly to tutor/lecturer * We cannot read what is written on the board * The microphone is not working * Student Reps are elected (3/4 1st Year Reps) * Collect information about how courses are going * Staff student committee in week 5 of Michaelmas and Epiphany discusses any issues with courses * Represent students on Board of Studies where decisions about changes to courses are made --- # Feedback Student to Department * Questionnaires * On DUO at end of each term - anonymous * Grades & free-text comments for various aspects of each module (teaching quality etc) * All questionnaires read by lecturers and others * Action plans drawn up & discussed with students --- # Questions? --- # Now... * Careers (Donna Carr) * DSU (Sam Johnson-Audini) * Library (in next Friday's Calculus Lecture -- Colin Theakston) --- background-image: url(party.jpg) background-size: cover .bigtext[Thank you & good luck!!!]