UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…15th December 2014…………………….(date)
SECTION 1: MODULE SPECIFICATION
1.
Title of the module: Dissertation (MA600)
2.
School or partner institution which will be responsible for management of the module:
School of Mathematics, Statistics and Actuarial Science
3.
Start date of the module: Existing module (revised version start date September 2015)
4.
The number of students expected to take the module: 40
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal: None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M]): H
7.
The number of credits and the ECTS value which the module represents: 30 (ECTS 15)
8.
Which term(s) the module is to be taught in (or other teaching pattern): Autumn and Spring
terms
9.
Prerequisite and co-requisite modules:
Prerequisite modules: MA321 Calculus and Mathematical Modelling, MA322 Proofs and
Numbers, MA323 Matrices and Probability, MA552 Analysis, MA553 Linear Algebra. There
are no co-requisite modules.
10. The programmes of study to which the module contributes:
BSc (Hons) Mathematics, BSc (Hons) Mathematics & Statistics, (including programmes
with a year in industry), BSc (Hons) Mathematics with a Foundation Year
11. The intended subject specific learning outcomes
On successful completion of this module, students will:
a. have
appreciated
a
particular
area
of
mathematics/statistics
mathematical/statistical thinking in more depth than in taught courses;
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or
UNIVERSITY OF KENT
b. have
improved
their
ability
in
mathematical/statistical
computation,
mathematical/statistical modelling of particular problems and/or abstract
mathematics;
c. be able to draw conclusions from statistical data, mathematical calculations and/or
computer output;
d. have a reasonable ability to apply mathematical concepts and/or statistical
techniques in a particular context;
e. have performed computations that show their understanding of the techniques
relevant to the topic or carried out field work that relates to the development of
mathematical cognition;
f. have written a reasonably coherent account of an area of mathematics,
mathematical cognition or a statistical method;
g. have developed skills in communicating mathematics or statistics.
12. The intended generic learning outcomes
On successful completion of this module, students will have further developed:
a. improved communication skills;
b. enhanced intellectual independence;
c. relevant computing skills, including use of appropriate document preparation and
word-processing packages;
d. improved problem solving skills;
e. awareness of important issues relating to good oral and written presentations of
results;
f. greater ability to select material from source texts, either recommended to or found
by the student, and shown awareness of the relationship of the material to
background and to more advanced material;
g. their ability for independent learning and time management.
13. A synopsis of the curriculum
There is no specific syllabus for this module. The content of the dissertation will be
discussed with the supervisor. However, the module involves approx. 10 workshops on
elements of key skills relevant to communication. These include sessions on typesetting of
documents using Latex. Other aspects of written and oral communication that are covered
in the workshops include use of sources, referencing and bibliographies, a discussion of
plagiarism, advice on editing written work and advice on oral presentations.
14. Indicative Reading List
Texts depend on the projects offered. For the Key Skills component:
A Primer of Mathematical Writing, Stephen G. Krantz, American Mathematical
Society, 1997.
The LaTeX Companion by Frank Mittelbach et al., Addison Wesley; 2 edition (23
April 2004).
How to think like a mathematician: a companion to undergraduate mathematics –
Kevin Houston, CUP 2009..
Handbook of writing for the mathematical sciences - Nicholas J. Higham, SIAM,
1998.
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement
of the intended module learning outcomes
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UNIVERSITY OF KENT
The module consists of approx. 10 key skills workshops in Autumn term and work on the
dissertation which is carried out in both Spring and Autumn terms.
Number of contact hours: to be arranged with project supervisor (up to 6 hours
recommended)
Number of independent learning hours: up to approx. 290 hours
Total study hours: 300
Apart from the key skills component, there are no set teaching hours: students are
expected to arrange regular meetings with their supervisor. The student will normally
submit a draft copy of the dissertation to the supervisor for feedback before the final version
is submitted.
The key skills workshops cover learning outcomes 11(f),(g), 12(a),(c),(e); independent
study to produce the dissertation covers learning outcomes 11(a)-(g) and 12(a)-(g).
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
Assessment: There is no written examination for this module. The unit is assessed on the
basis of coursework, namely the final written dissertation (75%), a presentation related to
the dissertation (15%) and an interview based on the dissertation topic (10%).
Two internal examiners assess the final dissertation. One of these is normally the
supervisor.
Each student will have an individual viva voce examination of approximately
30 minutes, at which they will give a presentation based on some aspect(s) of the
dissertations and then answer questions on the dissertation topic posed by the examiners.
The dissertation report tests learning outcomes 11(a)-(g) and 12(a)-(g), the presentation
tests learning outcomes 11(g), 12(a) and 12(e), and the interview tests learning
outcomes 11(a)-(e).
17. Implications for learning resources, including staff, library, IT and space
This is an existing module; no additional resources are required.
Staff: Convenor and supervisors for each project offered
Library: books as requested relating to each project
IT and Space: suitable rooms for lectures and computer classes
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus where module will be delivered: Canterbury
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