creating a more positive experience for first year engineering students. c. osullivan r. cooper f....
TRANSCRIPT
CREATING A MORE POSITIVE CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR EXPERIENCE FOR FIRST YEAR
ENGINEERING STUDENTS .ENGINEERING STUDENTS .C. O’SullivanC. O’SullivanR. Cooper R. Cooper F. Cranley F. Cranley P. RobinsonP. Robinson
EE2006
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Structure of PresentationStructure of Presentation
Rationale Rationale
Operation of ELSUOperation of ELSU
Evaluation of ELSUEvaluation of ELSU Student performanceStudent performance UsageUsage Changes in institutional culture and student attitudesChanges in institutional culture and student attitudes
Future plansFuture plans
QuestionsQuestions
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Located in South Dublin County and was Located in South Dublin County and was established in 1992. established in 1992.
The Institute caters for a student population of The Institute caters for a student population of 2,300 full-time and 1,200 part-time students 2,300 full-time and 1,200 part-time students
Offers a wide range of programmes from Offers a wide range of programmes from Higher Certificate, Ordinary Degree and Higher Certificate, Ordinary Degree and Honours Degree to Masters Degree and Honours Degree to Masters Degree and Doctoral level. Doctoral level.
RationaleRationale
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RationaleRationaleSignificantly changed profile of incoming students Significantly changed profile of incoming students in the Institute of Technology sectorin the Institute of Technology sector
In School of Engineering ITT Dublin In School of Engineering ITT Dublin First to second year progression rates at 60% on First to second year progression rates at 60% on
average for the years prior to 2003average for the years prior to 2003 Several discrete initiatives undertaken to improve these Several discrete initiatives undertaken to improve these
ratesrates more tutorial time, more tutorial time,
provision of structured course notes provision of structured course notes
introduction of computer aided learning environments introduction of computer aided learning environments
redesign of programmes redesign of programmes
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RationaleRationaleLearning support: Learning support: Is a complex process which requires a Is a complex process which requires a multi-multi-
facetedfaceted approach which must address both approach which must address both affectiveaffective AND AND cognitivecognitive needs of the student needs of the student
Sustainable holistic approach:Sustainable holistic approach: Sought and received funding from HEA for a two Sought and received funding from HEA for a two
year pilot project (2003-2005) for learning support year pilot project (2003-2005) for learning support infra-structure at School of Engineering ITT infra-structure at School of Engineering ITT Dublin.Dublin.
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Rationale for ELSURationale for ELSUFor ELSU For ELSU to be successful it would need to to be successful it would need to
be aimed at be aimed at first yearfirst year full-time engineering students full-time engineering students be highly be highly structuredstructured have have extended intensive contactextended intensive contact with students who are most likely to drop with students who are most likely to drop
out, out, be be interlockedinterlocked with other programs and services, with other programs and services, have a have a strategy of engagementstrategy of engagement using qualified staff using qualified staff focus on the focus on the affectiveaffective andand cognitivecognitive needs of the student as suggested by needs of the student as suggested by
Levitz et al [6] and others. Levitz et al [6] and others. be a be a catalyst for changescatalyst for changes in institutional culture and student attitudes in institutional culture and student attitudes
regarding completion of programmes.regarding completion of programmes.
OperationOperation
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Operation ofOperation of
Key role of unit managerKey role of unit manager Co-ordinating Co-ordinating flexibleflexible learning support activities learning support activities Have the time, flexibilty and focus to deal with students Have the time, flexibilty and focus to deal with students
particularly in the crucial early weeksparticularly in the crucial early weeks ensure that ensure that issues issues dealt with dealt with promptlypromptly Real time reaction
Complement existing stuctures Complement existing stuctures Small steering committeeSmall steering committee
LocationLocation Best practice model at Uni. of LoughboroughBest practice model at Uni. of Loughborough
CommunicationCommunication letter, telephone , e-mail, sms, and portalsletter, telephone , e-mail, sms, and portals
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Operation: Early ActivitiesOperation: Early Activities
Pre-course Pre-course ‘Head–Start’‘Head–Start’ activities activities PhysicsPhysics ICTICT
Induction and orientationInduction and orientation activities activities Lectures begin as part of special timetable :Lectures begin as part of special timetable :
‘‘How to pass’ presentationHow to pass’ presentationMathematics diagnostic testsMathematics diagnostic testsExternal speakers from industryExternal speakers from industryMotivational workshopsMotivational workshopsTeambuilding activitiesTeambuilding activitiesLearning style inventoryLearning style inventory
team working communication
engagement
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Operation: Ongoing SupportsOperation: Ongoing Supports
Ongoing supportsOngoing supports Communication – portal etc.Communication – portal etc. ‘‘Real-time’ student requested support sessionsReal-time’ student requested support sessions Attendance monitoring – Class Management ToolAttendance monitoring – Class Management Tool MarkITMarkIT online quiz tool online quiz tool Mentor structure – Personal Development PlanMentor structure – Personal Development Plan Structured revision workshopsStructured revision workshops Student exit strategyStudent exit strategy
EvaluationEvaluation
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Evaluation of ELSUEvaluation of ELSU
Has student performance in terms of year 1 Has student performance in terms of year 1 completion improved ?completion improved ?
Are the ELSU structures being used ?Are the ELSU structures being used ?
Is the operation of the unit leading to lasting Is the operation of the unit leading to lasting changes in institutional culture and student changes in institutional culture and student attitudes?attitudes?
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Student PerformanceStudent Performance
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Student PerformanceStudent Performance
*Average based on the three years 00/01, 01/02 and 02/03*Average based on the three years 00/01, 01/02 and 02/03
First Year Pass RatesFirst Year Pass Rates
Pre ’03/’04Pre ’03/’04 (Average*)(Average*)
’’03/ ’0403/ ’04 ’’04/ ’0504/ ’05
Mechanical Mechanical EngineeringEngineering
58%58% 71%71% 64%64%
Electronic Electronic
EngineeringEngineering
48%48% 56%56% 45%45%
Electro-Mechanical Electro-Mechanical EngineeringEngineering
59%59% 85%85% 46%46%
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Student Performance CommentsStudent Performance Comments
Deferrals:Deferrals:
No deferrals in 03/04 but because of the increased No deferrals in 03/04 but because of the increased interaction with ELSU during 04/05 interaction with ELSU during 04/05 5%5% of students choose of students choose to defer (principally for reasons of work-life balance) and to defer (principally for reasons of work-life balance) and
start afresh in September 2005.start afresh in September 2005.
Withdrawals Withdrawals – ( Optimal retention )– ( Optimal retention )
Increase from Increase from 6%6% in 03/04 to in 03/04 to 13%13% in 04/05 in the number of in 04/05 in the number of students officially withdrawing during year 1 reflects the fact that students officially withdrawing during year 1 reflects the fact that more students made use of the exit interviews with ELSU during more students made use of the exit interviews with ELSU during 04/05 to leave the course in a structured, supported way rather than 04/05 to leave the course in a structured, supported way rather than
simply failing to appear for exams.simply failing to appear for exams.
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Table 3 -Table 3 - Comparison of first year pass rates to Leaving Certificate Maths grades. Comparison of first year pass rates to Leaving Certificate Maths grades.
First year 2003/04
Mechanical and EM (n =100)
Electronic (n =70)
% Pass
% Fail
% total
% Pass
% Fail
% totals
%Maths >D 60 15 75 42 15 57
% Maths D 13 12 25 14 29 43
First year 2004/05
Mechanical and EM (n = 79)
Electronic (n =63)
% Pass
% Fail
% total
% Pass
% Fail
% totals
%Maths >D 43 25 68 37 19 56
% Maths D 17 15 32 8 36 44
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Student Performance Year 2Student Performance Year 2
that putting in place a structure to enhance and support the first year experience of students might lead to higher failure rates at the end of the two year National Certificate cycle, particularly among weaker students.
BUT:
2004/052004/05 Average for three years prior to 2004/05Average for three years prior to 2004/05
55%55% 50%50%
Completion of the National Certificate (at end of 2 years)
AND:
STAFF CONCERNS:
probability of passing year 2 in 04/05 for students who obtained a D in Ordinary Leaving Certificate Mathematics on entry, and who had passed first year in 03/04, was 0.65 as against a probability of passing for all students of 0.76.
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UsageUsage‘‘Head –Start’ activities Head –Start’ activities 81% of students in Sept 200381% of students in Sept 2003
Individual Student contact by e-mail with ELSUIndividual Student contact by e-mail with ELSU 61% of students 61% of students
Number of Support sessionsNumber of Support sessions 142 sessions142 sessions
Number of Structured Revision SessionsNumber of Structured Revision Sessions 14 sessions approx. per semester14 sessions approx. per semester 75% of the attendance was of students who had not studied Physics prior to entry or who had a D in Leaving Certificate 75% of the attendance was of students who had not studied Physics prior to entry or who had a D in Leaving Certificate
Mathematics.Mathematics.
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Changes in institutional culture Changes in institutional culture and student attitudes.and student attitudes.
Early days but the following are all new ideas now Early days but the following are all new ideas now accepted as needed:accepted as needed: the concept of pre-start sessions in key areasthe concept of pre-start sessions in key areas flexible student driven support sessionsflexible student driven support sessions formal structure for mentoring studentsformal structure for mentoring students exit interviewing of studentsexit interviewing of students
Greater awareness and communication regarding Greater awareness and communication regarding first year studentsfirst year students
Expansion of ELSU to School of ScienceExpansion of ELSU to School of Science
Future WorkFuture Work
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Future WorkFuture Work
Future WorkFuture Work Use information gathered on the learning styles mis-match to Use information gathered on the learning styles mis-match to
change the learning experiences of the first year studentschange the learning experiences of the first year students
New 3 year ab-initio ordinary degree with a Leaving Certificate New 3 year ab-initio ordinary degree with a Leaving Certificate Mathematics requirement of B will essentially stream our entry Mathematics requirement of B will essentially stream our entry cohort.cohort.
More effective mentoringMore effective mentoring
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Organise Learning Support and Revision
Sessions
Organise Orientation Week Activities
Hold Exit interviews
Maintain ELSU Student Portal
Communicate with Students
Manage Mentor Programme
Organise ICT Workshops
Help develop Study Skills Monitor Attendance
Questions
MarkIT
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Additonal slidesAdditonal slides
Not to be used in the presentationNot to be used in the presentation
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2003 Learning Style Inventory Results2003 Learning Style Inventory Results
VisualVisual VerbalVerbal
88%88% 12%12%
ActiveActive ReflectiveReflective
78%78% 22%22%
SequentialSequential GlobalGlobal
26%26% 74%74%
Sensing Sensing IntuitiveIntuitive
52%52% 48%48%
[Ref 16][Ref 16]
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Engineering students Engineering students preferred mode of learningpreferred mode of learning
•Sensing
•Global
•Active
•Visual
•Sensing
•Verbal
•Sequential
•Reflective
Traditional Teaching Traditional Teaching Styles…Styles…
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Warning Documents
Register UploadStudents
Learning Support Unit
Email and SMS
Email/SMS/Notice Board
Banner System
School Office
Download StudentsUpload Data
LecturerLecturer
Warning Documents
Register Upload
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Identification of studentsIdentification of students
Criteria usedCriteria used who had who had low Mathematicslow Mathematics (D on Ordinary (D on Ordinary
Leaving Certificate) Leaving Certificate) oror who had who had not studied Physicsnot studied Physics for Leaving for Leaving
Certificate Certificate oror for whom Central Applications Office for whom Central Applications Office (CAO)(CAO)
course choice was course choice was fourth or belowfourth or below. .
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Learning Style DimensionsLearning Style Dimensions
SensingSensing learnerslearners (concrete, practical, factual, procedures)(concrete, practical, factual, procedures)
IntuitiveIntuitive learnerslearners (conceptual,innovative,theoretical)(conceptual,innovative,theoretical)
VisualVisual learners learners (prefer visual representations) (prefer visual representations)
VerbalVerbal learnerslearners (prefer written and spoken explanations)(prefer written and spoken explanations)
ActiveActive learners learners (learn by trying things out, teamwork)(learn by trying things out, teamwork)
ReflectiveReflective learnerslearners (learn by thinking through, working alone)(learn by thinking through, working alone)
SequentialSequential learners learners (linear, orderly, learn in small steps) (linear, orderly, learn in small steps)
Global Global learnerslearners (holistic, systems thinkers, learn in leaps)(holistic, systems thinkers, learn in leaps)
[Ref 16,17][Ref 16,17]
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Learning Styles – Survey MethodologyLearning Styles – Survey Methodology
Student completes 44 questions on questionnaireStudent completes 44 questions on questionnaire
4 dimensions of learning are measured4 dimensions of learning are measured
Preference is on given scale from 0 –11Preference is on given scale from 0 –11
Data from 2002, 2003, 2004Data from 2002, 2003, 2004
11 9 7 5 3 1 1 3 5 7 9 11
11 9 7 5 3 1 1 3 5 7 9 11
11 9 7 5 3 1 1 3 5 7 9 11
11 9 7 5 3 1 1 3 5 7 9 11
Sensing
Visual
Active
Sequential
Reflective
Verbal
Intuitive
Global