ITT DUBLIN

CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR ENGINEERING STUDENTS . : 

CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR ENGINEERING STUDENTS . C. O’Sullivan R. Cooper F. Cranley P. Robinson EE2006

Structure of Presentation : 

2 ITT Dublin 2006 Structure of Presentation Rationale Operation of ELSU Evaluation of ELSU Student performance Usage Changes in institutional culture and student attitudes Future plans Questions

Slide 3: 

3 ITT Dublin 2006 Located in South Dublin County and was established in 1992. The Institute caters for a student population of 2,300 full-time and 1,200 part-time students Offers a wide range of programmes from Higher Certificate, Ordinary Degree and Honours Degree to Masters Degree and Doctoral level.

Rationale : 

Rationale

Rationale : 

5 ITT Dublin 2006 Rationale Significantly changed profile of incoming students in the Institute of Technology sector In School of Engineering ITT Dublin First to second year progression rates at 60% on average for the years prior to 2003 Several discrete initiatives undertaken to improve these rates more tutorial time, provision of structured course notes introduction of computer aided learning environments redesign of programmes

Rationale : 

6 ITT Dublin 2006 Rationale Learning support: Is a complex process which requires a multi-faceted approach which must address both affective AND cognitive needs of the student Sustainable holistic approach: Sought and received funding from HEA for a two year pilot project (2003-2005) for learning support infra-structure at School of Engineering ITT Dublin.

Rationale for ELSU : 

7 ITT Dublin 2006 Rationale for ELSU For ELSU to be successful it would need to be aimed at first year full-time engineering students be highly structured have extended intensive contact with students who are most likely to drop out, be interlocked with other programs and services, have a strategy of engagement using qualified staff focus on the affective and cognitive needs of the student as suggested by Levitz et al [6] and others. be a catalyst for changes in institutional culture and student attitudes regarding completion of programmes.

Operation : 

Operation

Operation of : 

9 ITT Dublin 2006 Operation of Key role of unit manager Co-ordinating flexible learning support activities Have the time, flexibilty and focus to deal with students particularly in the crucial early weeks ensure that issues dealt with promptly Real time reaction Complement existing stuctures Small steering committee Location Best practice model at Uni. of Loughborough Communication letter, telephone , e-mail, sms, and portals

Operation: Early Activities : 

10 ITT Dublin 2006 Operation: Early Activities Pre-course ‘Head–Start’ activities Physics ICT Induction and orientation activities Lectures begin as part of special timetable : ‘How to pass’ presentation Mathematics diagnostic tests External speakers from industry Motivational workshops Teambuilding activities Learning style inventory team working communication engagement

Operation: Ongoing Supports : 

11 ITT Dublin 2006 Operation: Ongoing Supports Ongoing supports Communication – portal etc. ‘Real-time’ student requested support sessions Attendance monitoring – Class Management Tool MarkIT online quiz tool Mentor structure – Personal Development Plan Structured revision workshops Student exit strategy

Evaluation : 

Evaluation

Evaluation of ELSU : 

13 ITT Dublin 2006 Evaluation of ELSU Has student performance in terms of year 1 completion improved ? Are the ELSU structures being used ? Is the operation of the unit leading to lasting changes in institutional culture and student attitudes?

Student Performance : 

14 ITT Dublin 2006 Student Performance

Student Performance : 

15 ITT Dublin 2006 Student Performance *Average based on the three years 00/01, 01/02 and 02/03 First Year Pass Rates

Student Performance Comments : 

16 ITT Dublin 2006 Student Performance Comments Deferrals: No deferrals in 03/04 but because of the increased interaction with ELSU during 04/05 5% of students choose to defer (principally for reasons of work-life balance) and start afresh in September 2005. Withdrawals – ( Optimal retention ) Increase from 6% in 03/04 to 13% in 04/05 in the number of students officially withdrawing during year 1 reflects the fact that more students made use of the exit interviews with ELSU during 04/05 to leave the course in a structured, supported way rather than simply failing to appear for exams.

Slide 17: 

17 ITT Dublin 2006 Table 3 - Comparison of first year pass rates to Leaving Certificate Maths grades.

Student Performance Year 2 : 

18 ITT Dublin 2006 Student 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: 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.

Usage : 

19 ITT Dublin 2006 Usage ‘Head –Start’ activities 81% of students in Sept 2003 Individual Student contact by e-mail with ELSU 61% of students Number of Support sessions 142 sessions Number of Structured Revision Sessions 14 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 Mathematics.

Changes in institutional culture and student attitudes. : 

20 ITT Dublin 2006 Changes in institutional culture and student attitudes. Early days but the following are all new ideas now accepted as needed: the concept of pre-start sessions in key areas flexible student driven support sessions formal structure for mentoring students exit interviewing of students Greater awareness and communication regarding first year students Expansion of ELSU to School of Science

Future Work : 

Future Work

Future Work : 

22 ITT Dublin 2006 Future Work Future Work Use information gathered on the learning styles mis-match to change the learning experiences of the first year students New 3 year ab-initio ordinary degree with a Leaving Certificate Mathematics requirement of B will essentially stream our entry cohort. More effective mentoring

Slide 23: 

23 ITT Dublin 2006 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

Additonal slides : 

24 ITT Dublin 2006 Additonal slides Not to be used in the presentation

2003 Learning Style Inventory Results : 

25 ITT Dublin 2006 2003 Learning Style Inventory Results [Ref 16]

Engineering students preferred mode of learning : 

26 ITT Dublin 2006 Engineering students preferred mode of learning Sensing Global Active Visual Sensing Verbal Sequential Reflective Traditional Teaching Styles…

Slide 27: 

27 ITT Dublin 2006 Warning Documents Register Upload Warning Documents Register Upload

Identification of students : 

28 ITT Dublin 2006 Identification of students Criteria used who had low Mathematics (D on Ordinary Leaving Certificate) or who had not studied Physics for Leaving Certificate or for whom Central Applications Office (CAO) course choice was fourth or below.

Learning Style Dimensions : 

29 ITT Dublin 2006 Learning Style Dimensions Sensing learners (concrete, practical, factual, procedures) Intuitive learners (conceptual,innovative,theoretical)   Visual learners (prefer visual representations) Verbal learners (prefer written and spoken explanations)   Active learners (learn by trying things out, teamwork) Reflective learners (learn by thinking through, working alone)   Sequential learners (linear, orderly, learn in small steps) Global learners (holistic, systems thinkers, learn in leaps) [Ref 16,17]

Learning Styles – Survey Methodology : 

30 ITT Dublin 2006 Learning Styles – Survey Methodology Student completes 44 questions on questionnaire 4 dimensions of learning are measured Preference is on given scale from 0 –11 Data 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