What Role Does Mathematical Preparedness Play for Engineering Students Who Transfer from and Ordinary Degree into an Honours Degree?

Students who have not achieved a high level of mathematics at secondary school but have a pass in ordinary level mathematics have the option of entering onto a 3-year Ordinary degree (Level 7). Upon successful completion of this award students may apply to progress to the third year of the Honours degree. Up until relatively recently an upper merit (60%) was the minimum required to make this transition. In recent years this requirement has been reduced with many students with lower marks being offered the possibility of transferring. Relatively little work has been done on the transition from an Ordinary degree to an Honours degree and in particular the mathematical preparedness of these students. In the third and fourth year of many Honours engineering courses within the DIT it is not unusual to have 30-50% of the students coming from an Ordinary degree background. The majority of these students come from within the DIT while others transfer in from other Institutes of Technology in Ireland. Previous work has shown that students from an Ordinary degree background are more than twice as likely to fail mathematics in their third year of the Honours degree when compared with students who have proceeded directly through an Honours degree programme. In this study we analyse students’ performance across all subjects and examine if there is a relationship between mathematical performance in the final year of the Ordinary degree and overall performance across all subjects in the third and fourth year of the Honours degree

DIT Teaching Fellowships Reports 2013-2014

https://arrow.tudublin.ie/tfreports/1002/thumbnail.jp

Online Resource Platform for Mathematics Education

The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the platform as they create the videos that provide feedback to the other users of the platform. This active learning, constructivist approach provides an environment of achievement and ownership that allows students of all levels to enjoy the learning experience

Work in Progress: Online Resource Platform for Mathematics Education

Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised

The Development of an Online Resource Platform for Mathematics Education as a Means to Increase Student Engagement and Retention

There is currently a growing interest in improving the retention levels of undergraduate students on STEM related programmes. Students’ prior knowledge of mathematics is a key factor in predicting whether they will succeed in engineering or not. A poor grasp of key mathematical skills typically leads to students failing to achieve the learning outcomes of technical modules. Consequently, mathematics is often the focus of engineering education research. A decline in core mathematical skills; the lowering of entry requirements and the diversity of the student cohort, all contribute to the need for a more comprehensive learning support system. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. In order to increase engagement and retention rates a pedagogical shift from the more traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. This paper outlines a study being undertaken in the College of Engineering and Built Environment at the Dublin Institute of Technology to create an on-line platform of resources which allows first year engineering students to consolidate and reinforce the mathematical knowledge required to succeed in engineering. By including the student as co-creator of these resources a deeper learning experience is achieved