Spoiler
•
A broad range of options. I'm generally interested in pure, so if a university's department is quite small and has most of its modules in applied, it probably won't be for me. Equally, people who are into applied should have their interests well served. Granted, this requires your department to be quite large.
•
Depth of options. Again, this really depends how strong your department and its students are. If I'm interested in analysis and the course stops just after complex analysis and has nothing on functional analysis - or I like geometry and there's no differential or algebraic geometry course in the later years, that'll be no good for me and will mean that stronger students get bored and will go elsewhere for further study.
•
Challenging, but not too challenging assignments. Considering the assignments are where the bulk of the actual learning happens, and exams are some contrived ritual, this is a really big part. I appreciate a lot of extension questions, clearly signposted.
•
Opportunities for creativity in the course. Optional projects that really allow you to explore a part of a course more deeply, opportunities to write essays and dissertations.
•
Computing isn't particularly important to me but I think it falls under "very broad range of options".
•
I like Warwick's opportunity to take a reading course https://warwick.ac.uk/fac/sci/maths/undergrad/ughandbook/year4/ma472/ I think this is an excellent idea for any department who can implement it. Prevents students from being tied down by a lack of module choice, and awards advanced knowledge and skill in more specialized areas your curriculum may not cover.
•
I want a strong student culture with a lot of students that are interested in the subject. It's an unfortunate reality that at undergraduate level many students aren't a fan of their degree. Optional seminar series for undergraduates, essay competitions, and so on would be excellent.
•
Personal niggle - I prefer long exams. (at least 2 hours, ideally 3) I don't like time pressure, it's not very useful for examining mathematics and timing is easy for a lecturer to get wrong, so giving an excessive length of time is the way to go imo.
1.
Ability to try modules (including non-assessed problem sets) before committing to sit them for examination, and being able to audit courses.
2.
The university provided assistance organising summer research projects in academia and industry.
3.
Longer, terminal, exams.
4.
Student and staff culture.
Last reply 3 weeks ago
71 on the MAT, rejected for interview by both Oxford and Imperial.Last reply 3 weeks ago
71 on the MAT, rejected for interview by both Oxford and Imperial.