Admission to Engineering courses

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Admission to Engineering CoursesQuality, Quantity and Widening Participation How to Cube the Sphere? : 

Admission to Engineering CoursesQuality, Quantity and Widening Participation How to Cube the Sphere? Dik MorlingUniversity of WestminsterEPC Admissions Working Group

Quantity: Science : 

Quantity: Science Home Undergraduate Application Trends Since 2002 F1 – Chemistry F3 – Physics G1 – Mathematics Source: UCAS Annual Data Sets (2006 provisional)

Quantity: Engineering : 

Quantity: Engineering Home Undergraduate Application Trends Since 2002 H2 – Civil Eng H8 – Chemical Eng H1 – General Eng H4 – Aerospace Eng H3 – Mechanical Eng H6 – Electronic Eng H7 – Production Eng H5 – Naval Architecture Source: UCAS Annual Data Sets (2006 provisional)

Quantity: Computing : 

Quantity: Computing Home Undergraduate Application Trends Since 2002 G5 – Information Systems G6 – Software Eng G4 – Computer Science Source: UCAS Annual Data Sets (2006 provisional)

Quality : 

Quality More difficult to quantify than application numbers But inevitably, market pressures have effect Buyers’ market lead to: Greater ‘flexibility’ in admissions Many courses no longer require A-level Physics New courses requiring lower maths skills (IEng-accredited/non-accredited courses) Foundation year provision

Quo Vidit IEng Accreditation? : 

Quo Vidit IEng Accreditation? Second class status – despite official denials Far fewer IEng-accredited courses than CEng-accredited courses Many universities prefer to run non-accredited courses Educational requirement set at non-honours BEng level Yet UK-SPEC LOs only subtly lower than those set for CEng-accredited BEng Honours courses Incorporated Engineers supposedly working as implementation and operations engineers Do not believe that graduate employment patterns follow this model

The Quantity and Quality Admissions Problem : 

The Quantity and Quality Admissions Problem Virtually all the HE engineering departments would like to recruit more better students This is an issue of survival HEFCE: “. . . demand-side problems are not well addressed by supply-side solutions.” So what is EPC doing about the difficulties of getting able students to join engineering degree courses?

EPC Admissions Working Group : 

EPC Admissions Working Group The Admissions Working Group of EPC aims to: Collect, promote and disseminate marketing and recruitment information to the HE community Seminars for admission tutors Influence policies to improve the supply of entrants to HE engineering courses Support initiatives which promote engineering in schools and colleges

The Mathematics Problem : 

The Mathematics Problem It is well known that the mathematical skills of students entering engineering courses has been declining for many years In addition the number of students taking A-level mathematics has been declining since the introduction of Curriculum 2000 Although there are recent signs of improvement But long-term decline in proportion of students taking maths A level Maths and physics becoming a rare combination

EPC Maths Working Group : 

EPC Maths Working Group A review into 14-19 mathematics education is being undertaken by QCA EPC has linked with other HE ‘consumers’ of secondary and tertiary maths education (including Deans of Science, IMA, LMS, HoDoMS) to form a joint working group to influence this review Why should we bother? . . .

The Future of School Mathematics : 

The Future of School Mathematics Worst-Case Scenario: Special initiatives in primary school maths peter out Introduction of optional Double GCSE Maths unpopular – leading to further reduction in A-level Maths uptake Mechanics only taught in a few, mostly independent, schools Best-Case Scenario: Maths in primary schools strengthened Double GCSE Maths improves Maths fluency on entry to A-level study Real-world applications linked to the mathematics at all levels ‘Party-trick’ A-level exams replaced with longer problem-solving assessment

Widening Participation: Ethnicity : 

Widening Participation: Ethnicity Group A Medicine & Dentistry  Group F Physical Sciences  Group G Math & Comp Sci  Group H Engineering  Group M Law  All Subjects  UK Undergraduate Applicants Source: UCAS 2005 Data Set

Widening Participation: Socio-Economic Group : 

Widening Participation: Socio-Economic Group Group A Medicine & Dentistry  Group F Physical Sciences  Group G Math & Comp Sci  Group H Engineering  Group M Law  All Subjects  UK Undergraduate Applicants Source: UCAS 2005 Data Set

Widening Participation : 

Widening Participation Intake to engineering courses not significantly wider than average Government putting money into projects to simultaneously promote ‘strategic’ subjects and widen HE participation National Engineering Programme WP funding to university departments can be funnelled to additional tutorial support Arguably addressing fall in mathematical and study skills in entry cohort across the board

A Bigger Slice or a Bigger Cake? : 

A Bigger Slice or a Bigger Cake? All HE institutions are in competition to recruit suitably qualified students to their courses However, the cake is too small and is bitter in places It is in all our interests to collaborate to make the cake bigger and sweeter

The Challenge : 

The Challenge ETB have been researching ‘Factors Influencing Year 9 Career Choice’: “A large majority [of Year 9 pupils] saw engineering in terms of working with machinery in a factory, and only just over a third realised that it involved designing things.” We have a mountain to climb!

How to Cube the Sphere? : 

How to Cube the Sphere? Engineering departments are being asked to: Achieve student number targets To appease University bean-counters And get paid! Maintain entry standards To reassure professional institutions And keep our students happy, and staff sane! Widen participation Without compromising output standards

Discussion Questions : 

Discussion Questions Are the activities of the Admissions WG and the Mathematics WG along the right lines? What more should EPC be doing to address these problems? Are the engineering institutions providing sufficient support to the formation of the next generation of engineers? How can university engineering departments help to make the cake bigger?

authorStream Live Help