I have been involved in tutoring and demonstrating of a number of  courses at the School of Mathematics and at the School of Physics and Astronomy.

School of Mathematics:

• Introduction to Linear Algebra

• Calculus and its Applications

• Several Variable Calculus & Differential Equations

• Engineering Mathematics 1a

• Engineering Mathematics 1b

School of Physics and Astronomy:

• Physics 1B - 1st year laboratory

• Practical Physics - 2nd year laboratory

• Experimental Physics - 3rd year laboratory

• Data Acquisition and Handling

• Dynamics & Vector Calculus

• Physics of Fields & Matter

• Relativity, Nuclear and Particle Physics (4th year). 

• Tutoring in the online MOOC course “The Discovery of the Higgs Boson”.

I supervised an undergraduate project which investigated the feasibility of Automating the Advanced Higher Mathematics and Physics Scottish school exams (SQA) using STACK and other Moodle question types. The outcomes were presented at the "STACK Internationa Community meeting 2024" and a paper was published at the conference proceedings https://zenodo.org/records/12795092.

Project description:

Automation of SQA Advance Higher STEM examinations

Automatic online assessment is becoming increasingly common for formative work in mathematics and other STEM disciplines. Many courses at university level have weekly auto graded quizzes which are used to test students' understanding and give instant feedback. Also, the COVID-19 pandemic accelerated the use of online assessment in high stake summative exams. There are several advantages to automating examinations, including increased efficiency, reduced grading bias, and improved feedback for students.

The goal of the project is to examine how feasible is it to create an auto-graded version of a current paper-based SQA Advanced Higher exam for three STEM subjects: Mathematics, Mathematics of Mechanics and Physics. Can we ensure that the results of an automated exam are comparable to those of a traditional paper-based exam?

The online examination will be implemented by using the STACK online assessment tool which is built using computer algebra, and in which students' answers are normally typed expressions.

The project investigates:

• The extent to which the exam questions of the three  STEM topics (Mathematics, Mathematics of Mechanics and Physics) can be automatically marked.

• The extent to which automatic marking which is attributed by using the "reasoning by equivalence" feature supports assessment of students' methodology.

• If it is possible to automatically assess graphs and if students can generate their own graphs.

Recommended reading:

1. Christopher J. Sangwin, Nadine Köcher, Automation of mathematics examinations, Computers & Education, Volume 94, 2016, Pages 215-227.

2. Christopher J. Sangwin, Developing and evaluating an online linear algebra examination for university mathematics. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands.

3. Sangwin, Christopher & Harjula, M. (2017). Online assessment of dimensional numerical answers using STACK in science. European Journal of Physics. DOI 10.1088/1361-6404/aa5e9d.

4. Orthaber, M., Stütz, D., Antretter, T., & Ebner, M. (2020). Concepts for E-Assessments in STEM on the Example of Engineering Mechanics. International Journal of Emerging Technologies in Learning (iJET), 15(12), pp. 136–152. https://doi.org/10.3991/ijet.v15i12.13725.