Project Lead: Thomas Cottrell and Tamsin Smith, Department of Mathematical Sciences

We aim to explore the possibility of implementing a dual delivery model for tutorials within The Department of Mathematical Sciences. Over recent semesters, we have observed a consistent drop in tutorial attendance after the mid-point of the semester. This trend suggests that a significant number of students fall behind in the course material and subsequently disengage from the tutorial system. In many cases, students may feel overwhelmed, lack the confidence to return, or believe they are too far behind to catch up effectively in the standard tutorial format. To address this issue, this proposal will pilot a scheme of diversifying the tutorial offering at a key point in the semester, specifically, in Week 6. At this stage, students would have the option to either continue in the traditional tutorial stream or transition into an alternative track. This second track would offer a slower pace, targeted revision of key concepts, and a supportive environment designed to help students rebuild their confidence and academic momentum.

The main goal of this initiative is to improve retention and engagement by providing students with a realistic and structured opportunity to re-enter the learning process. Consequentially, the standard tutorial track can then be better tailored to the needs of the students choosing to remain in this stream. We believe this dual-pathway model can create a more inclusive and responsive learning environment that better meets the diverse needs of our student body.

Project evaluation due Spring 2026