1. A survey of mathematics bridging courses
Dr Carmel Coady
Adjunct Professor, Western Sydney University

2. Overview
Why? What was done What does the typical mathematics bridging course look like? So what now?

3. Why?
Mathematics bridging courses have been around for a long time. Why?
Students have been enrolling in university courses without the required mathematical
knowledge and skills
Past
No mathematics pre-requisites in university courses since the early 1990s
Replaced with assumed knowledge
Debate about the re-introduction of pre-requisites in recent years
Present
The importance of STEM education to secure Australia’s future – Inquiry in Innovation and
Creativity recommendations (released May 2017)
Recommendation 12: The Committee recommends that mathematics be re-established as a pre-requisite for obtaining an ATAR
Recommendation 13: The Committee recommends that universities re-establish mathematics as a pre-requisite for relevant tertiary courses with an option for special circumstance
exceptions
But….. is this the only way….

4. What was done – the survey
Twelve university websites were examined:
NSW: University of Sydney, Univerwity of NSW, University of Wollongong, University of New England VIC: Monash University, Deakin University, La Trobe University WA: University of Western Australia QLD: QUT SA: Flinders University ACT: University of Canberra

5. What was done – the survey …
Description of the bridging courses offered:
Duration Contact hours Availability Cost Was the course assessed? Was any credit given? Is the course compulsory for entry in specific units/university courses? Who teaches it? Who is the course suitable for? Content

6. What does the typical mathematics bridging course look like?
What do you think about when you think of a maths bridging course?
Offered at the beginning of the year 
In semester time 
Anytime 
One or two weeks in length  No, longer 
hours per week  Except if it is online 
Free  No, it costs 
Credit given  No credit given 
Assessed  Not assessed 
Compulsory  Not compulsory 
Taught by maths department staff  Not necessarily 
Students who don’t have the required maths skills 
Content is based on year 11 and 12 secondary maths  Not necessarily 

7. What does the typical mathematics bridging course look like?
No such thing!
Four categories:
Before the academic session starts
In session courses – ‘Foundation ‘ courses
Online courses
Courses offered by associated colleges

8. Before session starts
Offered by The University of Sydney, the University of NSW and QUT
Five courses were identified including a Statistics Bridging course
Duration varied from 6 – 20 days
Cost varied from $320 (6 day Statistics Bridging course) to $1500 for 20 days
Two of the five courses are assessed
Content is based on the relevant state secondary school Years 11 and 12 curriculum
Three of the courses were taught by staff in the Maths Learning Centre
Online versions are always available for two of the courses
One course is also offered during the session
The University of NSW, in partnership with TAFE Randwick, offer a course for students with a background in General Maths or have no maths

9. In session courses – ‘Foundation’ courses
Offered by the University of NSW, University of Tasmania, University of New England, La Trobe University, University of Western Australia, and University of Wollongong
Eight units identified
Seven units are HECS based with one course requesting a ‘resources contribution’
All are assessed with credit given
Meets the assumed knowledge requirement for the first maths unit in chosen course
Three units are part of Pathways/Tertiary Enabling Programs
All courses are taught by staff in Faculty/Department of Mathematics except one, which is
taught by the School of Education

10. Online courses
Offered by the University of New England and the University of Wollongong
Three courses identified
No cost
One course prepares students for a specific unit
One course is targeted specifically to students who have been out of the educational system for some time. Offered by the Academic Skills Unit

11. Offered by associated Colleges
Offered by Monash College and Deakin College
One course is 4 weeks in duration; cost is $1200; is assessed but no credit is given; passing means meting the mathematical pre-requisite for Business and Economic, Engineering, IT
or Science
The other course is part of the Foundation Program – Extended program, an ‘alternative core for students in the Business or Engineering/IT streams; cost for the
entire program is A$28,560.
Successfully completing the Foundation Program allows students to enter a diploma
course which leads to entry into the second year of a university course, or first year of
selected university courses that do not follow directly from the diploma courses. This
pathway is available to international students only.

12. Pre-requisites introduced from 2018
Flinders University and the University of Adelaide
Mathematical pre-requisites introduced for degree programs in Computer Science,
Mathematical Science, Science (with various majors, e.g., nanotechnology), and Engineering
Flinders University will be providing pathways for students who do not have the
mathematical pre-requisites. These pathways require students to enrol in another degree
course “… to build up their mathematical competencies. Generally these add very little to
the total duration of the course and students can receive credit for their University topics.”

13. So what now? What do mathematics bridging courses ‘look’ like?
Are bridging courses effective? Do students experience success in the ‘follow-on’
mathematics units in Years 1, 2 and 3?
Of the many versions of bridging courses available, which one/s are the best in terms of student performance in year 1 and later years?
What are staff/students attitudes towards bridging courses?
Do 'college’ students (domestic and international)/students completing pathway/enabling
programs perform better in year 1 maths units after completing a foundation program
that is usually one year in length?
Are bridging courses a reasonable replacement for mathematical pre-requisites?

14. Acknowledgements
This work was supported by the Australian Council of Deans of Science (ACDS)
My thanks to
Deb King and John Rice
Michael Jennings