Tag Archives: London

How to get your Birkbeck studies off to a flying start

Student Engagement Officer Rebecca Slegg offers top tips to new students, to help you settle into Birkbeck, get your studies off to a flying start and help you make sure you get the most out of your time here.

  1. Set up a study space at home. If possible, decide on one place where you will be able to study. Keep it free from clutter and other distractions as much as possible and make sure that your family/flatmates know that when you’re there they should avoid interrupting you if they can.
  2. Talk to your friends and family about your course. If the people in your life know why studying is important to you and what it involves, they will be able to better support you throughout your course. They’ll understand why you might not be able to go out every weekend at exam or assignment time. They’ll also be interested to hear about the new ideas and topics you’re now an expert on!
  3. Attend Orientation and the Students’ Union Fresher’s Fayre in September. This is a great opportunity to meet fellow students, find out about life at Birkbeck and join some of the many clubs and societies open to students.
  4. Create a wall planner and use it to map out your first term. Plot on your term dates, exam dates and assignment deadlines. This will help you to know when the pressure points are so that you can plan ahead in other areas of your life to accommodate your study needs and be well prepared to meet all of your course requirements comfortably.
  5. Set up a WhatsApp group/Facebook group with your classmates. This will enable you to share tips and information between lectures and seminars and help you get to know each other quickly. You will probably find that your classmates quickly become a source of support and encouragement.
  6. Sign up to academic skills workshops. Birkbeck offers a wide-range of resources for students to brush up on their academic skills, whether you need a refresher on essay writing or an introduction to academic referencing – get ahead with these skills now so you’re not trying to master them at the same time as researching and writing your first assignment.

  7. Explore the campus. Get to know Bloomsbury. There is a wide range of bars, restaurants, coffee shops, indie bookshops and cultural facilities close to our campus.
  8. Arrange to meet your personal tutor. Your tutor is there to offer advice and support on issues that may affect your academic progress. Some of the topics you might discuss with your tutor include module choices; exam revision; meeting deadlines; any personal or professional issues that are affecting your studies.

  9. Buy some nice stationery. Investing in some nice paper and pens is a subtle reminder to yourself of the investment you have made in coming to Birkbeck and that this is something that you believe is worth doing and will help you to move ahead with your life goals.
  10. Find out about Birkbeck Talent (the in-house recruitment agency) and the Careers and Employability Service. These two services can offer advice on CV writing, interview techniques, setting up your own business and can suggest suitable short- and long-term positions to match your skills and interests.
  11. Make sure you’ve ticked off all the items in our new student checklist, which includes all the practical details you need to have covered like enrolling on the course, paying your fees and setting up library and WIFI access.

At our graduation ceremony we asked those who had made it what advice they would give new students:

If you’re a current student, why not add your own advice for those just starting out in the comments section?

 

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“We were really challenged to think for ourselves.” 

Pierre-Yves Rahari is a Partner at AlgoMe Consulting and alumnus of the Postgraduate Certificate in Coaching. This is his Birkbeck story.

Pierre-Yves smiling against a white background.

Why did you apply for the Postgraduate Certificate in Coaching Psychology? 

I started my career in Finance, working for investment managers, and was looking for a way to bridge working in a corporate setting to becoming a consultant and executive coach. I did this at work by taking on mentoring and leadership development assignments and decided that the best way to complement my training would be to study psychology. 

After completing a foundation course in psychotherapy, I began to look for an executive coaching course, but the typical format you see of learning then following a single methodology didn’t resonate with me. Birkbeck’s programme appealed as it seemed to be looking to go more in depth with students, plus the course leaders were from a psychodynamic background and active coaches themselves. 

Birkbeck’s London location was ideal for me and I liked the format of weekly classes, which meant we were fully immersed in the course for the duration of the year. 

What have been some of the highlights of the programme? 

During the course, we were really challenged to think for ourselves. The team didn’t give out a manual or tell us how to do it, but they had a magical way of getting us to think about our practice and by the end of the course we had a real understanding of what it meant to have a contract with a coaching client. I don’t think it’s an overnight thing, but gradually you find yourself listening differently when you speak to people. The framework that I use in coaching now is an extension of what we did in the course. It has prepared me well for running my own business and surviving during the pandemic. 

As a French person, I also really enjoyed being on an Anglo-Saxon style campus, surrounded by other university campuses and with coffee and book stores all around. My experience at Birkbeck was very nurturing and I look back on my time there very fondly. 

Can you tell us more about what you do now? 

I run a management consulting company called AlgoMe Consulting, which specialises in asset management. We aim to influence strategic and sustainable change in the investment management industry by helping executive boards and boards of directors strategise and successfully implement transformational projects in their firms, while improving transparency, integrity, inclusion and engagement. A lot of the work we do is with leaders and change management and people are fundamental to this process, both at an individual and team level.

Further Information:

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Widening access to postgraduate courses

Birkbeck’s Access and Engagement Department have been working with the local community in the London borough of Newham for many years. In this blog, Hester Gartrell, Senior Outreach Officer at Birkbeck discusses what widening access to postgraduate courses looks like in the Birkbeck context.

A post-it with a lightbulb

There is a lot of buzz around ‘Widening Participation (WP)’ or ‘access’ to Higher Education. In fact, the Government, through the Office for Students, requires universities to prove that they are actively engaged in activities that will support students from ‘non-traditional’ backgrounds into undergraduate study. At most universities Widening Participation activities focus on supporting secondary school pupils into university. Birkbeck’s Access and Engagement Department challenges this model, supporting BTEC and Further Education College students alongside prospective mature students from a variety of backgrounds including Trade Union members and people who are Forced Migrants.

At Birkbeck, we also want to challenge approaches to access that only focus on undergraduate students. We have a fantastically diverse undergraduate cohort, but this diversity is not reflected to the same extent in our postgraduate student body. As our postgraduate student numbers grow and a Master’s degree becomes increasingly important for gaining a professional job we have pioneered new approaches which reach out to potential postgraduate students.

Birkbeck’s Access and Engagement Department have worked in the east London borough of Newham for many years and in 2018, the department received funding from the London Legacy Development Corporation enabling them to expand their work in Newham and began trialling advice and guidance for potential postgraduate applicants. While there has been substantial economic development in the borough since the 2012 Olympics, many local graduates still find themselves underemployed or unemployed.  For graduates looking to move on from zero-hours contracts, take the next step after poor attainment in their first degree or stepping back into a career after taking time to care for family, postgraduate study can be just as life-changing as undergraduate.

Working with potential postgraduate students through the lens of access enabled us to explore the many unanswered questions around ‘what actually is non-traditional’ and what is defined as ‘widening access’ at postgraduate level. Across a sector dominated by 18-year olds, the traditional widening access criteria and interventions for undergraduate can’t simply be transferred wholesale to postgraduate applicants. This is especially relevant for Birkbeck, where our undergraduate access work already looks very different from the rest of the HE sector, leading to the question, if our access work at undergraduate aims to reach those left behind by traditional widening access work, what does postgraduate widening access look like in the Birkbeck context?

Our postgraduate Information, Advice and Guidance pilot enabled us to begin exploring this question alongside a wider strategic project going on across the College to improve access to Masters programmes for a diverse range of students.

To find out more about our learnings from the east London widening access at postgraduate programme, watch our webinar. We also have a range of open-access videos for potential postgraduate students that can be used in student communications.

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Making a difference in the local community: learning from the Central Saint Martins Birkbeck MBA

With over thirty years’ experience working in his local authority, Eubert Malcolm brought a wealth of knowledge to the classroom. Having just been promoted to Assistant Director for Stronger and Safer Communities, he reflects on how the MBA has supported him to make a positive difference.

Picture of Eubert Malcolm

As local authority leaders go, Eubert Malcolm must be among the most personally invested in his community.

“Somebody said to me the other day that I’ve been in Haringey from boy to man,” he laughs, but with over thirty years’ experience in various roles in the local authority, this isn’t far from the truth. Eubert joined Haringey Council as an environmental health officer apprentice in 1988. From there, his role expanded into different fields as his skillset developed, encompassing housing, food safety and pollution.

“I made my way up the local authority and picked up Diplomas in Environmental Health and Management Studies along the way,” explains Eubert, “but I always felt that not having a first degree would hinder me at some point.”

The value of life experience

It was during the hunt for an undergraduate degree that Eubert stumbled across the Central Saint Martins Birkbeck MBA. The idea of studying part-time at the weekends was a particular draw, but was it really possible to do a Masters level programme without an undergraduate degree?

“I went along to the open evening without much hope,” says Eubert, “but I really liked the course leaders and they encouraged me to apply. I think I was the least qualified but most experienced of that first cohort, and the idea of a co-production and developing new types of leaders seemed perfect for my role. It felt like I was in the right place at the right time.”

Seeing things differently

The collaboration between Central Saint Martins and Birkbeck’s School of Business, Economics and Informatics offers an innovative perspective on businesses and the problems they face. This, combined with the diverse international cohort on the MBA, gives students an opportunity to look at situations from a fresh angle. For Eubert, this proved invaluable when looking for ways to connect with the local community:

“When I first started the MBA, there was lots of gang activity and a spate of deaths in the community. I wanted to learn more about how violence was affecting young people in Haringey, so I commissioned a community group to speak to them and to people in prisons to figure out the drivers of criminality. Until you actually sit down with young people and hear from them, their teachers and their parents, you don’t really understand the challenges that they are facing. We need to engage with them and ensure that they are part of the solution.”

Eubert’s MBA dissertation was Haringey’s public health approach to tackling serious youth violence, a combination of academic research and an in-depth evidence base that came from his experience in the local authority, which informed the young people at risk strategy.

“At Haringey, we want to co-produce strategies with the community,” he explains. “Now, we’re incorporating business principles into our local authority point of view and using action learning techniques to think issues through from beginning to end, predicting the challenges we might need to address along the way. It’s an approach the managers I work with are now also starting to adopt.”

Leading in the pandemic

The rapid unfolding of events in the COVID-19 pandemic has made an agile approach essential:

“If you look at how much COVID-19 has cost local authorities,” says Eubert, “I don’t think we’re going to be fully recompensed for that. It has made us look at what opportunities could come out of it instead.

“For example, we couldn’t deliver a lot of our face to face services during the pandemic and many of them went online. We found that the young people we work with instantly took to that approach, which we hadn’t really considered before.”

Now Eubert, his team and the wider council are working on campaigns to bring the local community together to reduce the spread of COVID-19: “The approach we’re taking, trying to get right to the hearts and minds of people in the borough, is something I don’t think we would have attempted before. It just goes to show that with the right support and network in the workplace, you can be successful even through challenging times. I know that anything I set my mind to I will be able to achieve.”

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What’s the best way to raise funds for a startup?

Alexander Flint Mitchell, MSc Business Innovation with Entrepreneurship alumnus and founder of Blind Cupid shares his experience of raising capital for his business venture.

Picture of business man launching into the air.

Like most first-time entrepreneurs, Alexander was a total novice when it came to funding startups before setting up his own business.

Having now secured £175,000 to launch, with the prospect of completing fundraising over the next six weeks, he shares his experience of raising capital for a startup.

Angels and venture capital

When Alexander began fundraising for Blind Cupid, a matchmaking app that uses systematic philosophy and artificial intelligence to match users based on their fundamental values, he took a traditional route of approaching angels (high net worth individuals who provide financial backing for startups) and venture capital firms.

“We contacted many venture capital companies and had some very successful conversations with them,” explains Alexander. “These companies are usually specialists in a certain field and it’s common to be asked to deliver as many as five or six presentations to secure funding. While we would obviously spend some of this time talking about the business idea, the key thing to get right was the financial information.”

The downside of this method of fundraising? Time.

“Venture capital funders are demanding and even getting a response from them, never mind retaining their interest, requires a lot of time and effort,” explains Alexander. “There’s a lot of back and forth, often with your whole team needing to attend calls or presentations, which can feel never-ending when you’re in it.

“We also faced difficulties with our product not fitting neatly into a specialist area. The app we’re developing combines matchmaking with brand new artificial intelligence that has never been built before, and so there are no investors currently specialising in it. Given the amount of money that venture capital funds invest, it’s understandable that they would prefer to go with something tried and tested. We raised around half the funds we needed through this method, but I began to look for alternatives to speed things up.”

Gaining crowd appeal

Many different methods of fundraising are covered in the Entrepreneurial Venture Creation module taught at Birkbeck, among them crowdfunding.

Alexander admits to being sceptical to this approach: “I had the impression when I started that crowdfunding was on a smaller scale and more about conventional ideas than disruptive new businesses – I had no idea that companies do their series A and series B rounds on crowdfunding.”

While individual investment amounts can be much smaller, as little as £10, on crowdfunding sites, Alexander now sees this as an opportunity:

“Compared to venture capital, crowdfunding is a really quick and innovative way to finance startups,” he says. “The main difference is that our investors through crowdfunding are likely to also be our users, which is really exciting. Even if they only invest a tiny amount, they will benefit from a future IPO – it’s similar to holding shares in the stock market.”

The personal touch is also something that appeals to Alexander and the ethos of Blind Cupid:

“We aren’t just trying to match people together; we really want to make sure that these matches are accurate and that once you meet someone you will stay together. We’ve done it for 80% of our beta test users, and now we want to do it throughout the rest of the UK and world. It’s an unusual business concept in a way, because we don’t want people to come back – we want people to find the person that’s right for them.

“Our business model is very different from other players in this market because of this — and other reasons. We offer a premium service which gives our users access to podcasts, blogs and more written by experts that advise them on every aspect of their lives. Topics include how to discover who you really are, what self esteem is and how to build it, how to nurture a healthy relationship and more.”

Blind Cupid have now launched their crowdfunding campaign on Crowdcube. For Alexander, it will be a relief to move to the next stage:

“When you’re looking for funding, it feels like it’s never-ending, but I know that when it’s complete I‘ll forget the months that it took. Many things in life are a learning curve and you find what suits you best. It’s great to finally see it all come to life.”

Further information

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Cancel the Window-Cleaning Contract!

Professor Jerry White, Professor of Modern London History at Birkbeck recounts how the College faired during the Second World War. This blog is part of the 200th-anniversary series, marking the founding of the College and the 75th anniversary of Victory in Europe Day.

Bomb damage to Birkbeck Library

Bomb damage to Birkbeck Library. The area around Birkbeck College was bombed during the air-raid of 10-11 May 1941. The resultant fire destroyed the Library. Image courtesy of Birkbeck History collection.

Most of London University shut down on the declaration of war in September 1939. The headquarters at Senate House was taken over by the Ministry of Information and most colleges were evacuated (like much of the BBC, many government departments and most of London’s hospitals) to areas thought to be less vulnerable to bombing. University College shifted to Aberystwyth and elsewhere in Wales, King’s to Bristol, LSE and Bedford to Cambridge, and so on. Birkbeck, its London roots deeper than any of its sister colleges and so unable to be useful to Londoners if sent to the country, resolved to close on the outbreak of war and for a time did so. But the war failed to open with a bang and in the absence of air attack, or apparently any likelihood of bombing for the immediate future, Birkbeck reopened at the end of October 1939. Indeed, it didn’t merely reopen but expanded its offer: for the first time, extensive daytime teaching was made available for those London students unable to follow their chosen university colleges out of the capital. And despite the blackout, a wide range of evening teaching also resumed.

Birkbeck was not yet at its present Bloomsbury site. That building contract had been let but work had to stop in July 1939 because of the uncertain international situation – contractors were given more pressing projects to work on, both civil defence and industrial – and in fact the new college would not be completed and occupied till 1951. So Birkbeck was still in its late-Victorian location in Breams and Rolls Buildings, straddling the City and Holborn boundary west of Fetter Lane, incidentally sharing a party wall with the Daily Mirror building. It had some near misses during the main blitz of 1940-41 and narrowly escaped total destruction in the great City fire raid of 29 December 1940, which opened a view – never before seen – of St Paul’s from the college windows. From that time on all places of work had to arrange a fireguard of staff to be in the building at night time to deal with incendiaries and raise the fire brigade if necessary. There followed nearly three-and-a-half years of relative quiet, with sporadic bombing of London and the Baby Blitz of early 1944 rarely troubling the college and its work. But Birkbeck would nearly meet its nemesis from a V1 flying bomb (or doodle-bug) at 3.07am on 19 July 1944.

Dr A. Graham was a member of the college fireguard that night, on the 1-3am watch.

I wakened Jackson [the College accountant] to do the 3-5am spell…. We were saying a few words to one another when we heard The Daily Mirror alarm go. Suddenly the bomb, which had merely been a near one until that second … dived without its engine stopping. Its noise increased enormously; Jackson and I looked at one another in silence; and I remember wondering what was going to happen next. What did happen was all over before we realised it had happened … a gigantic roar from the engine of the bomb, not the noise of an explosion, but a vast clattering of material falling and breaking, a great puff of blast and soot all over the room, and then utter quiet. Massey [another fire watcher] raised his head from the bed where he had been asleep and asked what all that was….

As the dust settled Graham climbed over the flattened metal doors of the College and went into the street. The first thing he heard was footsteps coming at a run up Breams Buildings. It was a Metropolitan police constable: ‘he called backwards into the darkness… “It’s all right, George, it’s in the City”’; satisfying himself there were no urgent casualties he promptly disappeared. Troup Horne, the College secretary from 1919-1952, was also one of the fireguard but, not wanted till 5am, was in a makeshift bed in his office: ‘At 3.06am I was awakened by a doodle overhead. Thinking we were for it, I pulled a sheet over my head to keep the plaster out of my remaining hairs; and five seconds later the damned thing went pop.’ Horne was found ‘covered from head to foot with soot, dust, and thousands of fragments of broken glass and other bits scattered from the partition which separated the general office from his room.’ His chief assistant, Phyllis Costello, was also sleeping in the College that night and was frequently part of the fireguard. She rushed to see if he was injured and was greeted by Horne instructing, ‘Cancel the window-cleaning contract’.

Indeed, there were no windows left anywhere in the College. For some time after, a witticism coined in Fleet Street during the main Blitz, was Birkbeck’s watchword: ‘We have no panes, dear mother, now.’*

*Edward Farmer (1809?-1876), ‘The Collier’s Dying Child’: ‘I have no pain, dear mother, now.’ All the information used here comes from E.H. Warmington, A History of Birkbeck College University of London During the Second World War 1939-1945, published by Birkbeck in 1954.

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“I chose Birkbeck for its multicultural community and its evening courses.”

Francis Olie, from Abuja in Nigeria, talks about embarking on his MSc Information Systems and Management at Birkbeck and settling into London life as an international student.

Francis Olie

Francis Olie

I grew up in Nigeria (Abuja F.C.T.) and completed my education, up to my first degree (BSc. In Computer Science) at Baze University. I worked at the Nigerian Institute of Science Laboratory Technology as a Computer Analyst before arriving in London on the 13th of October 2019.

Studying abroad for the first time is a very important step forward for anyone, so I had to make sure my university of choice was right on the first attempt. I contacted an Education agent for advice and guidance. The agency was mainly responsible for recommending me for a scholarship at Birkbeck. Ultimately, I chose Birkbeck for its multicultural community and its evening courses.View from Eleanor Rosa HouseView from Eleanor Rosa House

Travelling to London was hectic as I did not know if I would be able to make the arrival deadline, but I did. It was also my first time abroad as an International student and as a first- time international traveller. My sister who is established in London made it very easy to get my residence hall (Eleanor Rosa House). I love my accommodation; I wish it had a gym though or an indoor basketball court. London is a well-connected city and quite busy. I had help from my sister navigating public transport (Trains and Buses). I adapted to it in three weeks’ time.  Londoners are always in a hurry, to where only God knows.

Stratford

Stratford Town Centre

The cost of living is quite high since I live in Stratford (London), close to Stratford International train station. The cost of transportation is a little expensive, but that depends if you pay monthly and the number of zones you travel to. I pay for a Zone 1 to Zone 3 travelcard for £135 a month. Overall, London is an expensive city but it has lots to offer (stadiums, food, cinemas, libraries, cafes, malls).

Unfortunately, I arrived late and could not attend the orientation or the festival or the Fresher’s Fayre. It was a bit difficult to find the location of the university but starting my classes was easy once I visited Student Services for guidance. Due to my late arrival, it took a while to get my student card ready, which delayed my access to the library but a temporary card was provided. 

I did make use of the student support to access the digital skills awareness, but have not had the time to make use of the library tours and the Birkbeck career services. There have been several extra-curricular activities on and off-campus, three of which I attended. An insight to starting life as an English premier league coach, safety in London as an international student (hosted by real police officer) and another for dealing with culture shock.

I haven’t had the time to join the Student Union. However, I do appreciate some of the work the Student Union do, they really go the extra mile to create events for students. God bless them.

The most challenging aspect of life in the UK would be the high rent fees (about £940 per month) as I live close to the city centre. The baked bread is quite tasteless compared to the bread back home, as a student who has to move quickly sometimes, breakfast can be unsatisfying.

The public transport is quite efficient and well organized, you can rely on it almost 24/7. The evening classes at Birkbeck are really awesome, gives room for other activities. I looked forward to completing my studies and moving onward with my life. I strongly advice anyone from Nigeria to be financially ready, have an open mind and be quick to adapt and learn every day.

Growing up in a less privileged society has not only offered financial and academic challenges, but has also helped me realise the value of a college education. My educational pursuits would not be possible without the generous scholarship from Birkbeck.

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Maths for the Masses

In this blog, Ciarán O’Donohue a PhD student in the Department of History, Classics and Archaeology, discusses the decision to teach mathematics to the first students of the Mechanics Institute. This is part of the 200th anniversary blog series that celebrates the College’s bicentenary in 2023.   

The Massacre of Peterloo

The Massacre of Peterloo. The commander is saying “Down with ’em! Chop ’em down my brave boys; give them no quarter! They want to take our Beef & Pudding from us – & remember the more you kill the less poor rates you’ll have to pay so go on Lads show your courage & your Loyalty!”

Many of us will be familiar with the common questioning of why certain concepts are taught in our schools. Mathematics, and especially its most intricate systems, are often first to face the firing squad. It is not unusual to hear someone discussing education to ask: “Why are we not taught about credit, loans, and tax? I’m never going to use Pythagoras’s Theorem!” Certainly, when the subject of mathematics is brought up, the utility of algebra and theorems are often jovially dismissed as unimportant.

Two centuries ago, the picture was very different. The question of whether mathematics would be useful or dangerous knowledge to teach to the working class was one that was debated extremely seriously. In November 1823, the same month that the London Mechanics’ Institution was founded (which has now come to be named Birkbeck, University of London), Bell’s Weekly Messenger seized upon the propriety of teaching maths to London’s lower orders, lamenting that “the unhappy scepticism in France has been justly ascribed to this cause.” The implication was that teaching maths to the wider populace had caused them to question the order of society, and directly contributed to the French Revolution and its aftermath. Pertinently, this was an order which the British government had spent a fortune, not to mention the lives of hundreds of thousands of British subjects in the Napoleonic Wars to restore.

A revolution in Britain itself was still palpably feared in the 1820s, and its spectre was made more haunting by the Peterloo massacre just four years before this particular article was written, in August 1819. And so, surrounding the foundation of our College, and which subjects were appropriate, a war of words was waged.

The idea of teaching London’s working classes mathematics filled many with visceral dread. It was believed this would cause them to also become questioning like France’s peasants, eventually seeking proof for statements which they had hitherto blindly accepted.

The teaching of mathematics to mechanics, then, was considered by many to be socially, politically, and morally dangerous. Not only might it turn them into a questioning multitude, unwilling to simply accept what they’re told, it might also make them question the very structure of society and push for a semblance of equality. For critics, both outcomes could readily lead to revolution.

Henry Brougham, one of the founders of the College, believed that this catastrophe could be averted by teaching a reified body of knowledge, including a simplified version of mathematics. Writing of geometry, Brougham argued that, rather than “go through the whole steps of that beautiful system, by which the most general and remote truths are connected with the few simple definitions and axioms” it would be sufficient (and indeed safer) if the masses were to learn only the practical operations and general utility of geometry.

Similarly, many religious supporters of extending mathematical education to the mechanics believed that it would make people more religious, not less, if only it were taught in the right way. As God was believed to have created the world, the logic and order inherent in mathematic systems was held to show traces of his hand at work. An appreciation of mathematics and its traceable, systematic connections would thus create a renewed appreciation of God; not to mention for the order of the world as divinely ordained.

Likewise, moralists perceived more benefits in teaching the mechanics mathematics than drawbacks. The issue for them was not if the mechanics were to learn or read, but rather what. The key issue was that the mechanics were already largely literate. The rise of cheap literature, especially of the sentimental and pornographic varieties, preoccupied the minds of moralists and industrialists.

As the lower orders were believed to be motivated primarily by sensuality, learning mathematics was presented as a salve to degeneracy; a way to occupy their time with higher minded pursuits and strengthen their characters against wanton immorality.

Perhaps most worrying was the growing and uncontrollable availability of radical political writings. This more than anything was likely to upset the current order of society. The perceived and highly theoretical disadvantages of a mathematical education were thus infinitely preferable to such a realistic and allegedly growing threat. It was believed that the teaching of mathematics and science through a dedicated course of study, being undertaken as in the evenings, might reduce the time and energy the working man would have to devote to reading political tracts, let alone political activism.

It is, however, worth noting that, although many mechanics were literate, and most had rudimentary mathematical skills, the wider debate was far removed from the reality. Many mechanics required far more elementary lessons in mathematics before the advanced classes could even be attempted.  Although mathematics and science initially formed the centre of the curriculum at Birkbeck in the 1820s, by 1830 the reality of need had been discovered: advanced classes had been removed altogether, and instruction in elementary arithmetic was given to vast numbers of members. This was to continue to be the reality for much of the next 30 years.

How far, then, the raging debates about the inclusion of mathematics in the curricula of new centres for working-class education impacted the trajectory, is still a topic for debate.

Further information: 

 

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“By the time I finished university, I had four years’ worth of tech experience.”

BSc Computing student Trixi reflects on how combining work with part-time study at Birkbeck helped her get ahead in the tech industry.

Trixi, BSc Computing student

Why did you decide to study BSc Computing?  

I have always enjoyed problem-solving and I was curious about programming. When I asked my developer friends what their day-to-day involved, it sounded like something I wanted to try, even though I did not consider myself a computer nerd.

Why did you choose Birkbeck? 

I didn’t want to give up working full-time and Birkbeck had the option of doing evening studies. This alone really helped me make the decision, but I’d also heard good things about Birkbeck.

What aspects of the course have you most enjoyed?  

I enjoyed the learning, meeting people of similar ages and interests and the challenging assignments. I learnt that I am able to do things I thought I couldn’t possibly do before.

How has studying at Birkbeck impacted your future career plans?

I was really keen to get into the tech world as soon as it was feasible and for my studies and work to relate and feed into each other. The kind of assignments we were given helped me interview for jobs and I got my first tech job after one year of studying.

By the time I finished university, I had four years’ worth of tech experience. It helped me understand what part of technology I enjoyed the most and it feels like there will always be a job for me.

What advice would you give to a student thinking of applying for this course?  

Just apply. Start the process. If you have already considered the idea at least twice there is a likelihood that in 3-5 years you will be thinking the same. If you start now you will thank yourself later.

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Tackling lockdown boredom? Pavol is here to help.

BSc Marketing student Pavol spreads the joy and shares some tips for beating boredom during coronavirus lockdown.

Pavol, BSc Marketing student

Hey everyone!

My name is Pavol, but my friends call me Pav. I am currently in my fourth year at Birkbeck studying Marketing BSc. I decided that I would like to share a bit of joy, happiness and love with everyone who is currently #stayinghome and maybe create a ripple effect on sharing positive vibes.

I am currently sitting home and thinking about where to start. Well, I love baking, but I am not professional. I like exercising, but I am not full of muscles. I do like reading, but I have not read the whole library. So I hope you get what I mean when I say I am a regular guy with a tiny bit of quirkiness, fun and passion. I am 27 years young , and I would like to do something for our community of students. We are like a family, so I would like to share a bit of #LifeofPav with you all. Yes, it is my hashtag which I use on Instagram so please do get in touch and lets share our stories, pictures or drop me a message for an informal chat.

In the first chapter of this adventure, I would like to tell you about a great opportunity which I tried recently. My friend has been talking to me about this for the last six months, but you know how it is. You keep trying to do everything, and you say yes I will give it a go, but down the line, I forgot to do it. Six months ago I heard for the first time about the 16personalities.com website. Well, I finally tried it, and I am still shocked at how correct a few of the attributes are.

There are four main categories, and once you know your type, you can easily find a group on Facebook or research about famous people who are the same personality type as you. I am aware that this may not be for everyone, but maybe you would like to learn something more about yourself while we have a bit more time on our hands. The website is entirely free for the basic test, which will give you more than enough information about your personality. I find it fascinating, and I am eager to learn more about myself. Just in case you are the same and would like to share it with me or discuss your answers, I will be more than happy to do this. 

16 personalities wheel

The 16 personalities.

Until next time please all stay well, try the website, find me on Instagram as Pavol Weiss or under #LifeofPav♈ – I cannot wait to hear from you.

Your (ENFP) Pav 🙂

 

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