1. CREATING A MORE POSITIVE EXPERIENCE FOR FIRST YEAR ENGINEERING STUDENTS. C. OSullivan R. Cooper F. Cranley P. Robinson EE2006

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

3. 3ITT 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.

4. Rationale

5. 5ITT 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 First to second year progression rates at 60% on average for the years prior to 2003 Several discrete initiatives undertaken to improve these rates 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

6. 6ITT 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 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. 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.

7. 7ITT Dublin 2006 Rationale for ELSU For ELSU to be successful it would need to be aimed at first year full-time engineering students be aimed at first year full-time engineering students be highly structured be highly structured have extended intensive contact with students who are most likely to drop out, have extended intensive contact with students who are most likely to drop out, be interlocked with other programs and services, be interlocked with other programs and services, have a strategy of engagement using qualified staff 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. 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. be a catalyst for changes in institutional culture and student attitudes regarding completion of programmes.

8. Operation

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

10. 10ITT Dublin 2006 Operation: Early Activities Pre-course Head–Start activities Physics Physics ICT ICT Induction and orientation activities Lectures begin as part of special timetable : 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

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

12. Evaluation

13. 13ITT 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?

14. 14ITT Dublin 2006 Student Performance

15. 15ITT Dublin 2006 Student Performance *Average based on the three years 00/01, 01/02 and 02/03 First Year Pass Rates Pre 03/04 (Average*) (Average*) 03/ 04 04/ 05 Mechanical Engineering 58%71%64% ElectronicEngineering48%56%45% Electro-Mechanical Engineering 59%85%46%

16. 16ITT 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.

17. 17ITT Dublin 2006 Table 3 - 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 >D601575421557 % Maths D131225142943 First year 2004/05 Mechanical and EM (n = 79) Electronic (n =63) % Pass % Fail % total % Pass % Fail % totals %Maths >D4325 68371956 % Maths D17153283644

18. 18ITT 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: 2004/05 Average for three years prior to 2004/05 55%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.

19. 19ITT Dublin 2006 Usage Head –Start activities 81% of students in Sept 2003 81% of students in Sept 2003 Individual Student contact by e-mail with ELSU 61% of students 61% of students Number of Support sessions 142 sessions 142 sessions Number of Structured Revision Sessions 14 sessions approx. per semester 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. 75% of the attendance was of students who had not studied Physics prior to entry or who had a D in Leaving Certificate Mathematics.

20. 20ITT 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 the concept of pre-start sessions in key areas flexible student driven support sessions flexible student driven support sessions formal structure for mentoring students formal structure for mentoring students exit interviewing of students exit interviewing of students Greater awareness and communication regarding first year students Expansion of ELSU to School of Science

21. Future Work

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

23. 23ITT 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 MarkIT

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

25. 25ITT Dublin 2006 2003 Learning Style Inventory Results VisualVerbal 88%12% ActiveReflective78%22% SequentialGlobal26%74% SensingIntuitive52%48% [Ref 16]

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

27. 27ITT Dublin 2006 Warning Documents Register Upload Students Learning Support Unit Email and SMS Email/SMS/Notice Board Banner System School Office Download Students Upload Data Lecturer Warning Documents Register Upload

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

29. 29ITT 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]

30. 30ITT 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 Sensing Visual Active Sequential Reflective Verbal Intuitive Global