Archive for the Education Category

Another Equinox

Posted in Biographical, Education on September 22, 2013 by telescoper

Well, that’s the end of Freshers Week at the University of Sussex. Hopefully new and returning students are settling into their courses now. Today is also the Autumnal Equinox, which gives me the excuse to post an edited and updated version of an item from the corresponding day five years ago. Although I’ve since moved from Cardiff to Brighton, not much has changed except me being five years older. Even the weather is similar:

The weather is unsettling. It’s warm, but somehow the warmth doesn’t quite fill the air; somewhere inside it there’s a chill that reminds you that autumn is not far away.

I find this kind of weather a bit spooky because it always takes me back to the time when I left home to go to University, as thousands of fledgling students are about to do this year in their turn. I did it 31 years ago, getting on a train at Newcastle Central station with my bags of books and clothes. I said goodbye to my parents there. There was never any question of them taking me in the car all the way to Cambridge. It wasn’t practical and I wouldn’t have wanted them to do it anyway. After changing from the Inter City at Peterborough onto a local train, we trundled through the flatness of East Anglia until it reached Cambridge. The weather, at least in my memory, was exactly like today.

I don’t remember much about the actual journey, but I must have felt a mixture of fear and excitement. Nobody in my family had ever been to University before, let alone to Cambridge. Come to think of it, nobody from my family has done so since either.

I was a bit worried about whether the course I would take in Natural Sciences would turn out to be difficult, but I think my main concern was how I would fit in generally.

I had been working between leaving school and starting my undergraduate course, so I had some money in the bank and I was also to receive a full grant. I wasn’t really worried about cash. But I hadn’t come from a posh family and didn’t really know the form. I didn’t have much experience of life outside the North East either. I’d been to London only once before going to Cambridge, and had never been abroad.

I didn’t have any posh clothes, a deficiency I thought would mark me as an outsider. I had always been grateful for having to wear a school uniform (which was bought with vouchers from the Council) because it meant that I dressed the same as the other kids at School, most of whom came from much wealthier families. But this turned out not to matter at all. Regardless of their family background, students were generally a mixture of shabby and fashionable, like they are today. Physics students in particular didn’t even bother with the fashionable bit. Although I didn’t have a proper dinner jacket for the Matriculation Dinner, held for all the new undergraduates, nobody said anything about my dark suit which I was told would be acceptable as long as it was a “lounge suit”. Whatever that is.

Taking a taxi from the station, I finally arrived at Magdalene College. I waited outside, a bundle of nerves, before entering the Porter’s Lodge and starting my life as a student. My name was found and ticked off and a key issued for my room in the Lutyen’s building. It turned out to be a large room, with a kind of screen that could be pulled across to divide the room into two, although I never actually used this contraption. There was a single bed and a kind of cupboard containing a sink and a mirror in the bit that could be hidden by the screen. The rest of the room contained a sofa, a table, a desk, and various chairs, all of them quite old but solidly made. Outside my  room, on the landing, was the gyp room, a kind of small kitchen, where I was to make countless cups of tea over the following months, although I never actually cooked anything there.

I struggled in with my bags and sat on the bed. It wasn’t at all like I had imagined. I realised that no amount of imagining would ever really have prepared me for what was going to happen at University.

I  stared at my luggage. I suddenly felt like I had landed on a strange island where I didn’t know anyone, and couldn’t remember why I had gone there or what I was supposed to be doing.

After 31 years you get used to that feeling.

A New Theory of Electromagnetism?

Posted in Cute Problems, Education, The Universe and Stuff with tags , , on September 19, 2013 by telescoper

I was delighted to see an article by Alok Jha in the Observer on Sunday discussing Maxwell’s Equations, but my rapture was rapidly modified when I saw the image that accompanied the piece:

Maxwell's Equations

Since our new students are just settling into their courses in the Department of Physics & Astronomy here at the University of Sussex, I thought it would be fun to post this here and invite my readers (some of whom are students) to spot the deliberate mistake(s). More amusingly, how about offering suggestions as to what the Universe would be like if electromagnetism did indeed behave the way described by the alternative theory outlined in the Observer article.

Answers through the comment box please!

Welcome to Astronomy (unless you’re female)

Posted in Biographical, Education with tags , , , , , on September 14, 2013 by telescoper

I’m here on campus preparing to attend a series of receptions at the start of Freshers’ Week to welcome new students to the University of Sussex. Over the next few days I’m going to be involved in a lot of events aimed at helping all our new undergraduate students settle in, before teaching starts properly. There’ll also be events for our new postgraduates, at both Masters and Doctoral levels.

Every year the Science and Technology Facilities Council (STFC) funds an Introductory Summer School for new postgraduate research students in Astronomy. It’s held at a different university each year and is a long-running tradition. I attended such a School at Durham University way back in 1985, long before STFC was invented! We organized and ran one at Nottingham while I was there and last year the corresponding fixture was held at Sussex University, though that was before my time here and I wasn’t involved in it at all. This year, the Introductory Summer School was held at Queen Mary, University of London (often abbreviated to QMUL).

I spent eight happy years at Queen Mary (from 1990-98) so it pains me to have to criticize my friends and former colleagues there, but I really feel that I have to. Look at the programme for the Summer School. You will see that 18 (eighteen) lecturers were involved, covering virtually all areas of current research interest in the field. There is not a single female lecturer among them.

Yesterday I blogged about the invisibility of LGBT astrophysicists, but this is a glaring example of the problems facing female scientists embarking on a career in the same discipline. What message does a male-only programme send to aspiring female astronomers and astrophysicists? The lack of female speakers probably wasn’t deliberate, but was clearly thoughtless. Discrimination by omission is real and damaging. I mean no disrespect at all to the lecturers chosen, but looking through the topics covered I could easily have picked a female alternative who would have done just as good a job, if not better.

I think this is a scandal. I’ll be writing a letter of complaint to STFC myself, and I encourage you to do likewise if you agree. It’s too late to do anything about this year’s School, of course, but STFC must make sure that nothing like this happens again.

Widening Participation – Outreach versus Bursaries

Posted in Biographical, Education, Finance with tags , , , , , on September 5, 2013 by telescoper

This morning I came across a University of Sussex News Item which explains that Sussex has made the shortlist, published today (Thursday 5 September), for Widening Participation or Outreach Initiative of the Year in the Times Higher Education Awards 2013.  This piece reminded me of a discussion I had a while ago about the whole approach to widening participation in University education, an issue made all the more serious by the introduction of £9K a year tuition fees. In particular

The University has increased spending on widening participation activities to £8.1 million a year, with over half of this spent on the innovative First Generation Scholars scheme, which supports students who are from low-income backgrounds or who are the first in their family to go to university.

Before commenting on this in any detail I should put my cards on the table. When I went to University in 1982 I was the first in my family ever to go to university. I’m also, at least as far as my immediate family goes, the last. However, in those days there was no need for a First Generation Scholars scheme: there were no tuition fees and, because I don’t come from a wealthy background, I qualified for a full maintenance grant. Life (in Cambridge) as an undergraduate student was fairly comfortable.

Times have changed a lot. Many more people go to university nowadays, but the price is that support for those who don’t have access to family funds is now spread very thinly.  There are no full maintenance grants, and the fees are very high. Looking back, though, I don’t think it would have been the tuition fees that might have deterred me from going to university. After all, they don’t have to be paid back until after graduation, and when one’s income exceeds a certain level. What would have made a difference would have been the withdrawal of maintenance. Without the grant, I simply wouldn’t have been able to study without getting a job. Apart from the amount of work involved in doing my degree, the recession of the early 1980s meant that jobs were very hard to come by.

To get back to the news item I mentioned earlier, I have always thought there is a tricky calculation to be made when it comes to designing programmes intended to encourage students from as wide a range of backgrounds as possible to come to university, whether that be to do with socio-economic considerations, gender, ethnicity, age or anything else. The question is whether pumping money into bursaries is actually effective. I can imagine that a large bursary, perhaps equivalent in money terms to the old maintenance grant, would genuinely influence the decision of a prospective student, but if the pot is shared out among very many people the resulting bursaries are fairly modest. How much does a bursary have to be to make a difference? Answers on a postcard.

The other side of the debate is what the balance should be between bursaries and outreach. In a subject like Physics one of the principal obstacles faced by pupils from the state sector is the dire shortage of physics teachers as well as the lack of laboratory facilities in schools. Here in the Department of Physics & Astronomy at Sussex we have a very large (and growing) outreach programme which includes giving kids from local schools the chance to come into our building and do specially designed experiments in a laboratory set aside for the purpose.  This kind of activity is intended to get those of school age thinking about doing Physics or Astronomy, which they might not otherwise do.

I don’t see bursaries and outreach as mutually exclusive approaches to  the goal of widening participation. It’s more a question of the balance. How do we decide how to allocate resources? Is there research on the effectiveness of different programmes?

As always, comments are welcome via the box below!

 

The Welsh University Funding Debacle

Posted in Education, Finance, Politics with tags , , , , on September 4, 2013 by telescoper

Although I no longer work in Wales, I still try to keep up with developments in the Welsh Higher Education sector as they might affect friends and former colleagues who do. That’s why my eye was drawn this morning to a news item on the BBC website about the effect of the Welsh Government’s policy of giving Welsh students bursaries to study at English universities. The gist of the argument is that:

For every Welsh student that goes to university across the border it costs the Welsh government around £4,500.

It means this year’s 7,370 first-year students from Wales who study in other parts of the UK could take more than £33m with them. Including last year’s students, the total figure is over £50m.

I did in fact make exactly the same point over three years ago on this blog, when former Welsh Education Minister Leighton Andrews announced that students domiciled in Wales would be protected from then (then) impending tuition fee rises by a new system of grants. In effect the Welsh Assembly Government would pick up the tab for Welsh students; they would still have to pay the existing fee level of £3290 per annum, but the WAG would pay the extra £6K. I wrote in May 2010:

This is good news for the students of course, but the grants will be available to Welsh students not just for Welsh universities but wherever they choose to study. Since about 16,000 Welsh students are currently at university in England, this means that the WAG is handing over a great big chunk (at least 16,000 × £3000 = £48 million) of its hard-earned budget straight back to England. It’s a very strange thing to do when the WAG is constantly complaining that the Barnett formula doesn’t give them enough money in the first place.

What’s more, the Welsh Assembly grants for Welsh students will be paid for by top-slicing the teaching grants that HECFW makes to Welsh universities. So further funding cuts for universities in Wales are going to be imposed precisely in order to subsidise English universities. This is hardly in the spirit of devolution either!

English students wanting to study in Wales will have to pay full whack, but will be paying to attend universities whose overall level of state funding is even lower than in England (at least for STEM subjects whose subsidy is protected in England). Currently about 25,000 English students study in Wales compared with the 16,000 Welsh students who study in England. If the new measures go ahead I can see fewer English students coming to Wales, and more Welsh students going to England. This will have deeply damaging consequences for the Welsh Higher Education system.

It’s very surprising that the Welsh Nationalists, Plaid Cymru, who form part of the governing coalition in the Welsh Assembly, have gone along with this strange move. It’s good for Welsh students, but not good for Welsh universities. I would have thought that the best plan for Welsh students would be to keep up the bursaries but apply them only for study in Wales. That way both students and institutions will benefit and the Welsh Assembly’s budget will actually be spent in Wales, which is surely what is supposed to happen…

Well, the changes did go ahead, and now the consequences are becoming depressingly clear.

The figures in the BBC story suggest something that I’ve also worried about, which is that the WAG policy might actually increase the number of Welsh students deciding to study in England, while also decreasing the number of other students deciding to study in Wales. Why would this happen? Well, it’s because, at least in STEM subjects, the tuition fee paid in England attracts additional central funding from HEFCE. This additional resource is nowhere near as much as it should be, but is still better than in Wales. Indeed it was precisely by cutting the central teaching grant that the Welsh Government was able to fund its bursaries in the first place. So why should an English student decide to forego additional government support by choosing to study in Wales, and why should a Welsh student decide to do likewise by not going to England?

I really hope the Welsh Government decides to change its policy. There didn’t seem to be any chance of a U-turn while Leighton Andrews remained in charge, but now that he’s gone perhaps there’s hope.

Old Emus for Physics

Posted in Education, The Universe and Stuff with tags , on September 3, 2013 by telescoper

It is time to reveal just a part of  the series of innovations I have been introducing to the curriculum here in the School of Mathematical and Physical Sciences at the University of Sussex, since I became head earlier this year.

In order to develop further the problem-solving skills of students in the Department of Physics & Astronomy, I have decided that  all modules OLD EMUS will henceforth be referred to by anagrams of their actual titles. For example, in the forthcoming Semester I will be teaching second-year students MONSTER DELICACY.

Among the other old emus to be taken by Year 2 students of SHY PICS are:

MANIAC MUNCH QUEST

UNFITTING COMIC SPICE

SPIN HISS SLICKLY

A TINSMITH’S DEPTH, SARCASTICALLY

ASTHMATIC MODE HALTED for SPICY SHITS

and for options there are

TRANSPLANTED ASS (compulsory for those into RACY SOPHISTS)

ATHEIST PSYCHIC LORE

This list does not include the compulsory A RICH SORT’S PLAYBOY.

I hope this clarifies the situation.

GCSE and A level results: Three steps to make things better

Posted in Education on August 27, 2013 by telescoper

Too busy for a proper post today so I’m going to reblog this interesting reflection on recent examination results from Protons for Breakfast. I had a croissant myself.

 

Michael de Podesta's avatarProtons for Breakfast

As my own children approach the year in which they will sit GCSE and A level exams, the annual brouhaha  over exam results feels a bit more personal. And my anger over the betrayal of students and the governments abnegation of responsibility in this field grows more intense.

“It wasn’t like this when I were a lad ..”. No really: it wasn’t. Back in the 60’s and 70’s, the results were always the same: for example the top 7.5% (I think that was the number) received an A, the next n% received a B and so on. This approach served to discriminate amongst the candidates. But it didn’t register whether students knew more or less than in previous years.

Then exams were changed in many ways simultaneously. Syllabuses were reduced, continuous assessment introduced, exam boards became wholly-owned by book publishers, and ‘absolute’ marking became the norm. The result…

View original post 377 more words

Physics and Statistics

Posted in Bad Statistics, Education with tags , , , on August 16, 2013 by telescoper

Predictably, yesterday’s newspapers and other media  were full of feeble articles about the A-level results, and I don’t just mean the gratuitous pictures of pretty girls opening envelopes and/or jumping in the air.  I’ve never met a journalist who understood the concept of statistical significance, which seems to account for the way they feel able to write whatever they like about any numbers that happen to be newsworthy without feeling constrained by mathematical common-sense.  Sometimes it’s the ridiculous over-interpretation of opinion polls (which usually have a sampling uncertainty of ±3 %), sometimes its league tables. This time it’s the number of students getting the top grades at A-level.

The BBC, for example, made a lot of fuss about the fall in the % of A and A* A-level grades, to  26.3% this year from 26.6% last year. Anyone with a modicum of statistical knowledge would know, however, that whether this drop means anything at all depends on how many results were involved: the sampling uncertainty depends on size N approximately as √N. For a cohort of 300000 this turns into a percentage uncertainty of about 0.57%, which is about twice as large as the reported fall.  The result is therefore “in the noise” – in the sense that there’s no evidence that it was actually harder to get a high grade this year compared with last year – but that didn’t prove a barrier to those editors intent on filling their newspapers and websites with meaningless guff.

Almost hidden among the bilge was an interesting snippet about Physics. It seems that the number of students taking Physics A-level this year has exceeded 35,000 in 2013.  That was set as a government target for 2014, so it has been reached a year early.  The difference between the number that took Physics this year (35,569) and those who took it in 2006 (27,368) is certainly significant. Whether this is the so-called Brian Cox effect or something else, it’s very good news for the future health of the subject.

On the other hand, the proportion of female Physics students remains around 20%. Over the last three years the proportion has been 20.8%, 21.3% and 20.6% so numerically this year is down on last year, but the real message in these figures is that despite strenuous efforts to increase this fraction, there is no significant change.

As I write I’m formally still on Clearing business, sitting beside the telephone in case anyone needs to talk to me. However, at close of play yesterday the School of Mathematical and Physical Sciences had exceeded its recruitment target by quite a healthy margin.  We’re still open for Clearing, though, as our recent expansion means we can take a few more suitably qualified students. Physics and Astronomy did particularly well, and we’re set to welcome our biggest-ever intake into the first year in September 2013. I’m really looking forward to meeting them all.

While I’m on about statistics, here’s another thing. When I was poring over this year’s NSS results, I noticed that only 39 Physics departments appeared in the survey. When I last counted them there were 115 universities in the UK. This number doesn’t include about 50 colleges and other forms of higher education institutions which are also sometimes included in lists of universities. Anyway, my point is that at most about a third of British universities have a physics department.

Now that is a shocking statistic…

Advice for Students on Clearing

Posted in Education, The Universe and Stuff with tags , , , , on August 15, 2013 by telescoper

1-dont-panic

We still have places in the School of Mathematical & Physical Sciences at the University of Sussex. No other Physics & Astronomy department in the UK scored more highly in the latest NSS survey than ours, so whether you’re interested in Physics, Astrophysics, Astronomy or Mathematics (or even a combination of those subjects), why not just take a look at the University’s Clearing Page and give us a ring.?

As a matter of fact, I’ll be there myself from 8am this morning to talk to interested students.

11.30 UPDATE. I finished my first shift at 11am. I’ll be going back at 5pm for the last session, until the lines close at 7pm. During the last hour a minimum of 20 overs must be bowled. Or something.  The main call centre (which has fifty phone lines) is next door to where we were sitting and is operated by admissions experts and student helpers who are processing the queries and, if necessary, routing them through to academics (i.e. people like me) to provide further information or to answer specific questions. You can take a peep behind the scenes here. Some of the calls were from very anxious prospective students, and it’s a very nice feeling being able to help them sort out their course! Now back to other things until I start again this evening.

 

19.30 UPDATE. Phew. Finally been stood down, but I’ll be back on duty tomorrow afternoon. It’s been a very interesting day which has gone very well for us. Lines stay open until 8pm tonight and re-open at 8 in the morning and we’re still in business to see if we can give just a few more students the opportunity to study in the School next academic year. Now I’m off home to chill, probably over a glass or two of wine!

First Among Equals

Posted in Brighton, Education with tags , , , , on August 13, 2013 by telescoper

Well, it’s been a pretty good day so far. I had a very interesting meeting in London this morning about something that will be out in open (geddit?) very soon but which I won’t blog about until the appropriate time. Instead I’ll just mention the news just out that the Department of Physics & Astronomy in the School of Mathematical and Physical Sciences at the University of Sussex finished in (joint ) 1st place in the 2013 National Student Survey (NSS). The full subject-level tables are not yet published – or at least I’ve been unable to find them – so I don’t know who we’re equal with, but I will update this post when I receive this information.

Looking through the detailed breakdown of the results, one figure leapt out at me. The fraction of Physics & Astronomy students at the University of Sussex who expressed overall satisfaction (in response to Question 22) was an amazing

images

Obviously it will be difficult to improve on this figure in future (!), but in fact we have already been planning to introduce a number of changes to our courses to boost our scores on other questions. That’s not to say that the result is due to one result: we also scored 100% on Q3 (“the staff are enthusiastic about what they are teaching”), Q4 (“the course is intellectually stimulating”), Q15 (“the course is well-organized and is running smoothly”) and Q18 (“I have been able to access specialised equipment, facilities or rooms when I needed to”).

You can say what you like about the NSS, but it certainly keeps us on our toes. The tables generally show continued improvement in NSS scores across the sector, which I think demonstrates that all Higher Education Institutions do make the effort to respond to student feedback.  That’s where the NSS has real value, as opposed to just being part of yet another league table. The survey also shows that in fact most UK Physics and Astronomy departments are extremely good and the differences between them are actually rather small. Maintaining our high ranking therefore won’t be easy, but we’re certainly going to give it a go for next year, and our influx of new staff will certainly help. Hopefully next year we’ll be out in front on our own again!

On behalf of everyone in the Department of  Physics & Astronomy, I’d like to thank the students who participated in the NSS for this enthusiastic endorsement!