CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR ENGINEERING STUDENTS. C. OSullivan R. Cooper F....

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

22ITT Dublin 2006ITT Dublin 2006

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


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


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


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.


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


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


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


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


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?


Student PerformanceStudent Performance


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%


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.


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


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.


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.


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


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


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


Additonal slidesAdditonal slides

Not to be used in the presentationNot to be used in the presentation


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]


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…


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


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. .


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]


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

CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR ENGINEERING STUDENTS. C. OSullivan R. Cooper F....

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