Recognised by the Institute of Mathematics & its Applications (IMA):

This programme will meet the educational requirements of the Chartered Mathematician designation, awarded by the Institute of Mathematics and its Applications, when it is followed by subsequent training and experience in employment to obtain equivalent competences to those specified by the Quality Assurance Agency (QAA) for taught masters degrees.

Mathematics Undergraduate Board

Thursday 1^{st} May 2014

This programme aims to:

1. provide students with opportunities to develop abstract and applied mathematical understanding in the framework of a programme whose main theme is Computational Applied Mathematics.

2. provide students with opportunities to develop key skills in a wide range of areas.

3. encourage students to think clearly about their plans for employment and provide the necessary skills and experiences that will enhance their chances of success in employment.

Demonstrate a reasonable understanding of the basic body of knowledge for the programme of study; (MA4001, MA4002, MA4003, MA5001, MA5002, MA5005, MA6001, MA6002, MA6003, MA6004)

The ability to work in teams, to contribute to discussions, to write coherently and to communicate results clearly (MSOR). Ability to use appropriate scientific typesetting software (e.g. latex).

The University of Chester Department of Mathematics offers curricula with foci on Computational Applied Mathematics and Statistics that seek to achieve:

widening of access to higher education study of mathematics

a distinctive experience in studying mathematics within a small, friendly and effective department

development of skills valued by employers

We seek to achieve this:

through offering programmes of modules that will be attractive to students from A-level and non A-level backgrounds

through the Single and Combined Honours frameworks that allow study of mathematics alone or in combination with a range of other subjects

through the integration of skills within the curriculum

through the development of a curriculum, particularly at level 6, that focuses on skills demanded and identified by employers of mathematicians and statisticians

through modes of learning and assessment selected to meet the needs of students, the careful choice of curriculum areas covered, and the University-wide aim of developing self-directed learners.

We highlight the desired characteristics (relevant to employment and further study) to be developed within the successful student completing the programme:

flexibility to tackle new and interesting mathematical problems that extend beyond concepts met in lectures and other formal courses

ability to render real-world problems in mathematical form and to interpret solutions

ability to think logically and communicate ideas effectively to both mathematical and non-mathematical audiences

ability to use a computer naturally as a tool in mathematics

ability to reflect on the effectiveness of a variety of solution strategies to problems

ability to plan projects, manage their time and produce a persuasive argument in support of a case

According to the terminology of the MSOR Benchmark document, the Mathematics and Applied Statistics curricula are regarded as providing practice-based programmes with appropriate theory to underpin practical skills.

In level 4 students should be able to

apply fundamental mathematical knowledge and skills in calculus, basic pure mathematics and probability theory

demonstrate key written communication skills through understanding and communicating mathematical ideas in coursework and examinations

use basic IT skills in study and management of their work

In level 5 students should be able to

synthesise and apply mathematical ideas and methods normally unfamiliar at this stage alongside those skills already developed to solve theoretical and practical problems.

adopt a self-critical approach to technical and non-technical written and oral communication of ideas

complete a work-based or experiential learning module and describe skill development relevant to the workplace and further study

In level 6 students should be able to

take significant initiative in project work and investigations

evaluate the quality of solutions to mathematical problems

Applied Calculus and Partial Differential Equations

20

Optional

Level 4 - 120 credits (60 ECTS) are required to complete a full undergraduate level. Students may obtain an exit award of Cert HE on completion of level 4 (120 credits). Level 5 - 120 credits (60 ECTS) are required to complete a full undergraduate level. Students may obtain an exit award of Dip HE on completion of levels 4 and 5 (240 credits). Level 6 - 120 credits (60 ECTS) are required to complete a full undergraduate level. Honours degree on successful completion of levels 4, 5 and 6 (360 credits).

Not applicable

Not applicable

As per University website:

UCAS points:

280 UCAS points from GCE A Levels, including a grade C in Mathematics. Typical offer - BCC/BBC

BTEC:

BTEC Extended Diploma/Diploma: merit/distinction profile plus GCE A Level Mathematics

Irish/Scottish Highers:

B in 4 subjects, including Mathematics

International Baccalaureate:

26 points, including 5 in an appropriate Mathematics course

Access:

Access to HE Diploma (must have Mathematics at Level 3) to include 15 level 3 credits at Distinction and 15 level 3 credits at Merit

OCR:

OCR National Extended/Diploma: merit profile plus GCE A level Mathematics

Extra Information:

Please note that we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Because the general subject area covered by the MSOR benchmark statement is very wide, the standards that may be expected of graduates in the area can only be specified in a fairly general way

In MSOR, the distinction between the two levels lies largely in the depth of the student's understanding of concepts or techniques, the breadth of the student's knowledge, the amount of support and guidance the student requires to undertake an extended task, the complexity of the problems that the student can solve or model, the student's ability to construct and present a reasoned argument or proof and how far the student can progress through it, and the facility with which the student performs calculations or manipulations.

The MSOR benchmark recognises the accumulative nature of the subject and that this applies in this area more than to many other subjects and the programme structure reflects this.

The teaching, learning and assessment strategy of the mathematics department at the University of Chester has been developed in support of our aim to to provide students with a high quality experience in their studies that will equip them for further study and/or employment while widening access to the study of mathematics at all undergraduate and postgraduate levels. We aim to support students by promoting study in an environment where academic staff are approachable and supportive and where students are encouraged to aim to produce work of a high standard regardless of their previous experience and performance. Our assessment strategy is designed to use a balance of well-chosen coursework and formal written examinations that provide students with opportunities to show their understanding and skill development and that promote equality of opportunity. We aim to continue to develop our teaching, learning and assessment through staff development activities, consultancy activities, and peer review (by internal and external reviewers).

Teaching and learning

In level 4 our teaching and learning strategy is characterised by the approach adopted in lectures, where tutors seek to ease the students' transition from school/college to HE mathematics. The style of formal teaching adopted is selected to reproduce familiar school experience and support students in their mathematical development. The speed with which new topics are presented is carefully monitored and there is a balance between the introduction of new material and the revisiting and development of more sophisticated ideas relating to familiar work. The University policy on contact hours reflects a belief that students at this level require more support and more direction by tutors to help them succeed and this is reflected in the mathematics timetable. Students are encouraged to develop ways of coping with any problems that arise (through the use of books and electronic media and through attendance at regular classes and at tutorials arranged, by appointment if necessary, with tutors). The careful management of learning resources and the choice of work set for personal development and as part of coursework assessment is designed to ensure that students begin to develop skills which encourage greater autonomy in their learning. Students are given formal feedback at the end of each module and feedback to assist their personal development whenever work is submitted for assessment. The purpose of the feedback is to provide information about the level of the student's current performance and to give advice as to how to improve the quality of work.

In level 5, students are expected to take greater responsibility for their learning; the number of contact hours is reduced and some of the lectures become more formal with more new material presented in one session than would be normal in level 4. In formal lectures tutors will pause to provide opportunities for discussion and individual working to support students as they study. The focus of courses at this level is on developing new themes that are essential for further study of level 6 specialisms and this means that there is greater emphasis on the use of computers within the Mathematics curriculum. Students are actively encouraged to make use of books to support their work, and emphasis is placed on the need to extend their knowledge beyond the material visited in lectures. Work-based learning and experiential learning modules in level 5 also give students opportunities to develop key skills and work-related experience. At this stage students are expected to take on significant responsibility for their own learning and to reflect on its effectiveness. Students are supported by work-based learning tutors or by tutors in Mathematics according to their choice of module. Feedback is provided to students throughout each module. Formal marks are reported at the end of the modules, and provisional grades and marks are explained to students after each piece of work is assessed. Students have the opportunity to discuss their provisional marks with tutors and are given a clear indication of how they can improve.

In level 6, students are expected to take on significant responsibility for their own learning with formal contact time further reduced. Staff continue to encourage students to interact both during and outside formal classes, and students are expected to take the initiative in raising points for discussion. Tutors of specialist options provide extra help as required at the initiative of students. At this level there is an expectation that students will make use of books and other materials that go beyond the work covered in lectures if they are to be really successful. Project work and coursework at this level involves significant individual investigations and clarity in presentation. Feedback is provided to students throughout each module. Where interim reports are required, detailed feedback is provided in time for students to address issues raised before the final report is submitted. Students are encouraged to discuss early drafts of coursework with tutors before it is submitted. For examination-based courses, students are expected to prepare well in advance and to play a full part in revision sessions with tutors when a detailed criticism of their proposed solutions is discussed by a tutor and a group of students.

Assessment

Assessment in each module is selected with the aim that the form of assessment chosen should be the most effective way to assess students attainment of the learning outcomes of that module. This implies that it must both assess the learning outcomes and also be selected so as not to disadvantage any group of students. Therefore, in many modules assessment balances coursework and formal written examination. The coursework is selected to assess skills that are more effectively assessed through project work, investigations and the writing of computer programs. It is carefully designed to reduce the likelihood of cheating, and steps are taken to monitor student submissions for evidence of malpractice. Formal written examinations provide the most effective way to assess many mathematical skills. The balance between examination and coursework serves to help many students (who would otherwise lack confidence) to gain reassurance through successful completion of coursework before attempting a formal examination and this makes a significant contribution to equality of opportunity.

The quality assurance procedures relating to assessment are detailed elsewhere, as is the way in which assessment is cross-referenced to learning outcomes. Each year the effectiveness of the assessment in providing a reliable measure of the quality of student performance in each module is considered and informs the following year's planning.

Graduates will have subject-specific skills developed in the context of a very broad range of activities. These skills will have been developed to a sufficiently high level to be used after graduating, whether it be in the solution of new problems arising in professional work or in higher academic study, including multi-disciplinary work involving mathematics.

A number of subject-specific skills are to be expected of all graduates. Most of these will be formally assessed at some stage during the degree programme. However, it must be recognised that some are not necessarily susceptible to explicit assessment. Some pervade all mathematical activity and will be reflected in assessments focused on many areas of subject content.

Many of the subject-specific skills to be expected of all MSOR graduates are directly related to the fundamental nature of MSOR as a problem-based subject area - whether the problems arise within MSOR itself or come from distinct application areas. Thus, graduates will have the ability to demonstrate knowledge of key mathematical concepts and topics, both explicitly and by applying them to the solution of problems. They will be able to comprehend problems, abstract the essentials of problems and formulate them mathematically and in symbolic form so as to facilitate their analysis and solution, and grasp how mathematical processes may be applied to them, including where appropriate an understanding that this might give only a partial solution. They will be able to select and apply appropriate mathematical processes. They will be able to construct and develop logical mathematical arguments with clear identification of assumptions and conclusions. Where appropriate, they will be able to use computational and more general IT facilities as an aid to mathematical processes and for acquiring any further information that is needed and is available. They will be able to present their mathematical arguments and the conclusions from them with accuracy and clarity.

1. Graduates from programmes focusing on applied mathematics will have skills relating particularly to formulating problems in mathematical terms, solving the resulting equations analytically or numerically, and giving interpretations of the solutions; 2. Graduates from programmes focusing on statistics will have skills relating particularly to the design and conduct of experimental and observational studies and the analysis of data resulting from them; 3. Graduates from programmes focusing on operational research will have skills relating particularly to the formulation of complex problems of optimisation and the interpretation of the solutions in the original contexts of the problems.

Graduates from the MSOR area will have acquired many general skills honed by their experiences of studying MSOR subjects. All these subjects are essentially problem-solving disciplines, whether the problems arise within MSOR itself or come from areas of application. Thus the graduates experiences will be embedded in a general ethos of numeracy and of analytical approaches to problem solving. In addition, an important part of most MSOR programmes is to take theoretical knowledge gained in one area and apply it elsewhere. The field of application is often a significant topic of study in its own right, but the crucial aspect of the process is the cultivation of the general skill of transferring expertise from one context to another.

A number of general skills are to be expected of all MSOR graduates, though in some cases they are likely to be developed more in graduates from some programmes than others. Even more than in the case of the subject-specific skills, it must be recognised that some are not susceptible to explicit assessment and indeed some are better not assessed so as to avoid creating imbalances.

Graduates will possess general study skills, particularly including the ability to learn independently using a variety of media which might include books, learned journals, the internet and so on. They will also be able to work independently with patience and persistence, pursuing the solution of a problem to its conclusion. They will have good general skills of time-management and organisation. They will be adaptable, in particular displaying readiness to address new problems from new areas. They will be able to transfer knowledge from one context to another, to assess problems logically and to approach them analytically. They will have highly developed skills of numeracy, including being thoroughly comfortable with numerate concepts and arguments in all stages of work. They will have general IT skills, such as word processing, use of the internet and the ability to obtain information (there may be very rare exceptions to this, such as distance learning students studying abroad in countries where IT facilities are very restricted). They will also have general communication skills, such as the ability to write coherently and communicate results clearly.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

The programme is delivered in English and provided the student has attained the defined standard there are no other cultural issues.

The Department of Mathematics at the University of Chester is committed to a high quality experience in Mathematics study for all students. Students are taught in classes whose size is appropriate to the activity being undertaken so that large groups may be split into several smaller classes for particular activities.

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