Since the Summer BILT Hackathon, I’ve been thinking about the concept of the ‘familiar stranger’ and what we can do to tackle this issue in the University. After seeing the ‘Maths Cafes’ in the Good Practice Guides developed by AQPO, I got in touch with Arne Kovac, UG School Education Director in the School of Mathematics, to find out more about the Cafes and how they are helping solve this issue in his School.
The Maths Café concept was conjured up a decade ago and has become a vital support mechanism for second year students in the School of Mathematics. Originally intended to create an informal place for students to talk about their work, the Maths Café has developed into student-run sessions running alongside formal units.
Students in first year have high contact hours and take only compulsory units, working closely with their peers and tutors. However, as they move into second year, they are given more choice in their modules, and therefore spend less time with their cohort as a large group. This is where the Maths Cafes come into play.
Each second-year unit has two Maths Café sessions a week, with third and fourth years undertaking the role of ‘tutor’ – a role they have to apply for and get paid for, providing valuable experience for the both students attending the session and those delivering it. The ‘cafes’ have been so popular the concept has now been made available for third-years.
The Maths Café provide an informal setting where students can ask questions they may deem to be too basic to ask their lecturers and allow them to work in a non-judgemental environment with their peers. The External Examiner highlighted the success of these cafes, and students consistently name the Cafes as their top three things they like about the course.
Running of the Maths Cafes is largely supported by the School Admin Office who manage the student-tutor contracts, room booking and training.
The longevity of this project is a testament to its success – with an increasing number of students feeling isolated on growing programmes, the Cafes provide both academic and social support for those attending and should be considered in other areas where this is a similar issue.
Do you run something similar to the Maths Café in your School, or are you interested in setting one up? Get in touch with BILT to find out how we can help you.
Amy Palmer