Some students entering engineering courses will have difficulties in making the transition to the required undergraduate demands in mathematics. A key pedagogic requirement is for them to receive initial and ongoing student-led support to enable them to progress rather than fall away and be identified only once they are failing. At Nottingham the majority of engineering intake students have a good recent GCE A-level mathematics or near equivalent qualification and the core modules build on this base. A significant minority of other students can be categorised as non-typical for a variety of reasons such as deferred entry vocational qualifications etc. A new proactive provision aimed at this latter group involves nominated students attending structured tutorial sessions linked directly to core maths topics and additional key reinforcement materials selected by the student. This initiative funded by HE STEM started in September 2010 to replace a ‘dual’ module provision and delivery is based on group-tutorials and is supported with selected on-line resource materials collated through a local VLE. Small group tutorial support has been made possible by using carefully chosen trained and supported mathematics postgraduate students thus enhancing their own teaching experiences and skills as postgraduate student teachers (PSTs). This paper provides an overview of the potential advantages and drivers for this significant change in curriculum provision at Nottingham planning and implementation made across the Session 2010-11 outcomes feedback and evaluation from this new intervention activity and areas for ongoing development.
