Implementation of a Year One Transition Study for Engineering Students in Three Universities

Conference: The European Conference on Education (ECE2021)
Title: Implementation of a Year One Transition Study for Engineering Students in Three Universities
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Authors:
David Hassell, University of Bath, United Kingdom
Andrew Spowage, Queen Mary University of London, United Kingdom
Suyin Gan, University of Nottingham Malaysia Campus, Malaysia
Lai Yee Lee, University of Nottingham Malaysia Campus, Malaysia
Kok Yueh Lee, Universiti Teknologi Brunei, Brunei

Abstract:

This work focuses on the development and implementation of a transition survey to support students' academic transition onto Engineering degrees at three Universities offering UK Engineering degrees. Starting with a previously reported survey, a modified and shortened set of questions were delivered using an online learning platform with the aim of aiding students to identify and close gaps in their pre-requisite knowledge, skills and reasoning. This paper presents a description of the development and implementation of the survey over two successive years, along with a comparison of student performance over two academic years (2019-2020 & 2020-21) for students based in the United Kingdom, Malaysia and China. The student performance for each cohort is compared and evaluated based on gender, educational background, subsequent academic performance and the move to online learning to identify common themes. A student experience questionnaire was also implemented in 2020-21 to draw out students’ opinions and experiences of the survey and to identify gaps in the implementation for further development and action in 2021-22. The results indicate that the approach can support students in identifying and closing gaps, whilst also indicating differences in performance and approach in undertaking the survey based on the location of study. These results provide the basis for the presented recommendations to be implemented in the 2021-22 academic year.

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