: Form has now been sent off. I would still like criticism, as I fear there may be many more job application forms, but if you could make it gentle criticism that would help :) ]
"Show how your application meets the person specification for the courses you are applying to teach"
* a degree in mathematics
- University of Cambridge, Mathematics Tripos: BA (Hons) First Class
- University of Cambridge, Mathematics Tripos: Certificate of Advanced Study of Mathematics (Part III) with Merit
* experience (preferably in higher education) of teaching pure mathematics, in some or all of the following areas: real analysis, group theory and linear algebra.
- Supervisor for Queens' College, Cambridge. (Supervisions are Cambridge tutorials where two students discuss and work through the problem sheets from lectures with their supervisor. The supervisor is responsible for collecting work from the students, marking it, delivering the supervision, and providing feedback to the Director of Studies.)
- Supervised the course Algebra and Geometry for first year students, which includes linear algebra and group theory.
* an appreciation of how adults learn and an appreciation of study skills.
- Aided by study skills learning sessions organised by Cambridge University Students Union, acquired a wide range of study skills during time at university, including time management, memory techniques, note taking and exam skills.
- Balancing the demands of a M.Phil with the responsibilities of living out of college has given insight into the difficulties faced by adults who try to study while committed to families and jobs.
* the ability and willingness to promote the learning of adults through correspondence tuition, telephone and face-to-face tuition and, where appropriate, online tuition
- Enjoy promoting the learning of mathematics to all, regardless of age, and have great respect for adults who are voluntarilly committing to a program of learning out of personal interest.
- Have experience in face-to-face tuition from supervising for Queens', and also dealt with queries from supervisees by email.
- Am comfortable and confident about communicating via telephone, having been responsible for liasing by telephone with schools and other venues for the Cambridge University Light Entertainment Society
* the ability to use information and communication technology in teaching and supporting students and communicating with other areas of the OU
- Skilled in the use of computers running both Windows and Linux.
- Familiar with a wide variety of software, including Microsoft Office, Matlab, and Acrobat.
- Comfortable using a wide range of email clients and web-browsers, including Outlook, Pine, Internet Explorer and Firefox.
* the ability to work with students from diverse educational, cultural, and work backgrounds
- Supervised first term students with a range of qualifications from highly disparate educational backgrounds, including foreign students who were new to the UK education system.
* the ability to work with students with disabilities
- Have written and produced plays tailored to the needs of the special needs school communities around Cambridgeshire, which include students with ADHD, wheelchair bound students, and students with Aspergers Syndrome.
* a commitment to student-centred learning
- Committed to enabling all students, regardless of ability, to fulfil their potential.
- While supervising gave extra time to students in need of additional support to make sure they were firm on the basics required for examination, and stretched bright students with extra material. Although clear deadlines for work to be submitted by were set, these were flexible if the student's circumstances required it.
* an understanding of and commitment to equal opportunities policies and practices
- Believe that education should be available to all, and that all people should be treated equally regardless of colour, disability, race, marital status, religion, gender, sexual orientation and spent convictions.
* an organised and systematic approach to work
- Systematic approach to problems developed while studying the Mathematics Tripos.
- High levels of organisation were needed to balance commitments to degrees and societies, and to arrange large events such as the Inter Varsity Folk Dance Festival.
* the potential for working successfully in a team and the potential for working independently
- Successfully self-motivated through undergraduate and postgraduate studies.
- M.Phil has stretched and developed my ability to independently arrange things, including a significant chunk of experimental work.
- Active member of many University committees, including Cambridge University Light Entertainment Society, and the Inter-Varsity Folk Dance Festival organising committee, both in leadership roles and as part of the team.
* good written and oral communication skills
- Produced an essay on non-linear dynamics to high standard (alpha) as part of CASM.
- Experienced in giving presentations to both academics and industry during M.Phil.
- Regularly call dances for the English Country Dance Society
* a commitment to personal staff development
- Two years of post graduate study in order to expand and develop skills.
- Before starting M.Phil attended a comprehensive turbomachinery course to bridge the gap between post-graduate study of mathematics and post-graduate study of engineering.
- Attended training courses provided by Cambridge University to improve teaching skills before commencing supervising.
* availability and accessibility to students
- Replied quickly and clearly to emails from supervisees.
- Students who needed additional support able to approach me and talk about their difficulties adapting to the Cambridge tripos.
- Arranged supervisions at times convenient for all.
* ability to travel to designated tutorial centres.
- Full clean UK driving licence and own car.