WHAT IS IT?
The Undergraduate Ambassador Module is a service learning module in which students spend approximately 30 hours in total (about 3 hours each week) assisting with the teaching and learning of mathematics in a local second level school, supervised by a teacher. The activities of an Undergraduate Ambassador depend on the circumstances in the school and the how the teacher wishes to make use of this extra resource, but typically include the following elements:
Classroom observation: students observe the teaching of mathematics in the classroom and document their learning from this experience, with emphasis on mathematical issues.
Classroom assistance: students may assist pupils working on problems during class time.
Extra tutorial support: Undergraduate ambassadors may provide tutorial support to individual pupils or small groups, outside of scheduled class times.
Opportunities sometimes arise to teach a particular topic to a whole class for a short period.
Participation in extra-curricular mathematical activities, such as preparation for exhibitions, table quizzes, etc.
Completion of a special project on a theme chosen by the student in consultation with the teacher and module lecturer.
Participation and service in the "TY Fridays" run by the School of Mathematics, Statistics and Applied Mathematics, in which transition year students from Galway schools visit us in the university.
Other contributions as directed by and agreed with the teacher.
WHO CAN DO IT?
The Undergraduate Ambassdor Module is available as a 5 ECTS option to final year Arts students taking Mathematics or Mathematical Studies to degree level (the module is not available to students in the denominated BA in Mathematics and Education). Final year Science students who are registered for a final year project in the School of Mathematics, Statistics and Applied Mathematics (including
students in the denominated programmes in Mathematical Sciences and Financial Mathematics and Economics) may take the Undergraduate Ambassador Module as their final year project. These students should be aware that (since the final year project accounts for 10 ECTS), their special project is expected to entail substantial scholarly work. It is envisaged that this module may be of particular interest to students who are considering a career in teaching at second level. Unfortunately it is not automatic that all well qualified candidates will be offered a place on the module, as the number of places available is dependent on our partner schools.
TIMELINE
This module straddles both semesters. Applications will be invited during the first week of Semester 1, with interviews taking place by the middle of September. It is expected that school placements will begin before the end of September and last 10 weeks (in some cases this may mean extending into January). The precise timeline may differ slightly for different students as in each case it will depend on local circumstances in the school and on the commitments of the student and teacher. Timetables for weekly attendance are agreed between the student and teacher in each case. Work on the module will be completed by the middle of February, when students will give presentations on their experience to each other and to staff members of the School of Maths.
LEARNING OUTCOMES
The learning outcomes for this module are concerned with effective communication skills in mathematics. This includes the possession of sound mathematical knowledge and the ability to explain and discuss that knowledge correctly and in a manner that is appropriate to the context and to the other participants in the discussion. Communication skills include attention to what is being said to you as well as to what you are saying to others. In this context, "communication skills" include those that might arise in written communication, presentation to a group, and also informal conversation. Additional learning outcomes are concerned with transferable skills connected to academic and school work, such as reliability, organisation, etc.
ASSESSMENT AND COURSEWORK
The assessment for MA435 consists of the following four components. Advice will be available throughout from the lecturer, both through scheduled tutorial sessions and through individual meetings. There will be one two-hour tutorial at the beginning of the module, and more meetings of the whole group will be arranged as the module proceeds.
Reflective Journal (30%)
This should document the students' experience in the school on a week-to-week basis. It does not need to be long (10-15 typed A4 pages would be appropriate) but students should be judicious about the selection of content and about the comments that they make. Journals will be assessed on the basis of the learning outcomes of mathematical communication and other skills relevant to the teaching and learning of mathematics. Students will be strongly advised to submit draft versions for feedback from the early stages. Journals that focus on mathematical content and demonstrate achievement in mathematical insight and communication will be awarded the highest marks.
Special Project (30%)
This project is devised and conducted by the student in consultation with the module lecturer and the teacher. It should involve some original work by the student that is relevant to the teaching and learning of mathematics in the school and ideally that might leave a lasting resource in the school. The range of possible topics is very broad. Supervision will be available from the module lecturer Dr Michael Mc Gettrick, with whom students are advised to maintain regular contact. The best special projects will include significant clear and correctly presented mathematical content, and (if applicable) will be supported by relevant reference to research literature.
Final Report (20%)
A short (about five typed pages) written report on the overall experience. What to emphasize in the final report is up to the student, but again it should include evidence of achievement of the learning outcomes.
Final Presentation (20%)
The module will conclude with 15-minute presentations by the undergraduate ambassadors on their experience. The audience will include classmates and staff members from the School of Mathematics, Statistics and Applied Mathematics. What to include in the presentation is a matter of individual choice, but students should bear in mind that the final presentation is their opportunity to give a live demonstration of their mathematical communication skills in action, and so to demonstrate their achievement of the learning outcomes. Advice will be available in advance in all components of the assessment.