Supporting students in the transition to postgraduate taught study in STEM subjects

While there has been a wide range of studies examining the transition of undergraduate and postgraduate research students, there are few which concentrate on the experiences of postgraduate taught (PGT) students. This is unfortunate, because PGT students have pressing needs for support: since taught masters courses last for usually one academic year, postgraduate students are asked to adapt and succeed at a far faster rate than undergraduates, who take four years in Scotland to complete an honours degree. PGT students are a minority group amongst the university population, with e.g. more than three times as many undergraduates enrolled at the University of Glasgow than postgraduates. Furthermore, international students represent a high proportion of PGT students. To better understand the needs of PGT students and therefore improve the quality of their education, we need to understand their experiences and challenges as they transition through their course. This paper presents a study focused on PGT students in STEM subjects at the University of Glasgow. Feedback from students in the College of Science and Engineering was gathered using a multi-methodological approach. Surveys, one-to-one interviews and a workshop were utilised to investigate students’ perceptions of support received from staff and services. This data was linked to student academic confidence, social confidence, and overall satisfaction with their experience at the university. Data were gathered at three points in the year to evaluate whether perceptions change as students progress through their course. This data from surveys and interviews was used to direct a workshop, which discussed potential solutions to issues raised. Better online resources were identified as key to feeling prepared before the commencement of a PGT course, and better communication with lecturers and peers was important to the success and satisfaction of students, particularly after beginning PGT study

Affects of student attendance on performance in undergraduate materials and manufacturing modules

This paper investigates the class attendance of second year, third year and fourth year students and their overall performance at the school of Mechanical and Manufacturing Engineering in Dublin City University (DCU). An investigation was recently conducted into the delivery of different module which was presented to a group of second year, third year and fourth year engineering students at DCU. Attendance in the class was recorded and the continuous assessment results and the final overall performances were investigated with their attendance. Student performance on Strength of materials – part 1 (SM1), Strength of materials part - 2 (SM2), Mechanics of Materials and Machine (MMM) and Advanced Materials and Manufacturing Processes (AMMP) modules are presented in this paper. This paper presents an examination of some of the factors affecting the overall results of these students. Factors evaluated include attendance of the student, as well as individual performance in continuous assessment and examination. Overall attendance at the lecture, the organised seminar series, and practical work were recorded. Results indicate a direct link between attendance and marks awarded. Students with higher attendance achieved better grades

Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses, and ePortfolios might impact first-generation students’ adjustment during their first year of college. The findings of the research on students’ writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students’ literacy and study skills. In addition, these educational practices appear to increase students’ self-appraisal of their academic abilities in general and their institutional commitment. As a consequence of their increased self-efficacy and engagement, this study suggests that students are more likely to experience better academic outcomes, leading them to persist in their studies and be retained after their first year at college

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

Smart street lighting system

A c, light pole, lamppost, street lamp, light standard or lamp standard is a raised source of light on the edge of a road or path. Street lighting provides a number of important benefits. It can be used to promote security in urban areas and to increase the quality of life by artificially extending the hours in which it is light so that activity can take place. Street lighting also improves safety for drivers, riders, and pedestrians..

Using megaproject performance outcomes to enhance decision-making behaviours in civil engineering graduates

A comprehensive review of megaproject performance propositioned the issues leading to project failure as behavioral. Project failure linked cost overruns and schedule delays to acts of delusion and deception, citing the ability to learn lessons, and the misalignment of incentives as influencing factors. A mixed-methods study was designed to gain insight into the decision-making behaviors of undergraduate civil engineers, and the role that education could play in enhancing decision-making. A co-curricular intervention led to qualitative exploration of decision-making in civil engineering undergraduates. Motivation featured heavily, particularly a conflict between interest and enjoyment, and the reward structures of traditional education and industry. Results led to a quantitative measure of intrinsic motivation and critical thinking ability. Findings from the educational environment have implications for industry and led to recommendations regarding the importance of autonomy and relatedness, to a megaproject environment

Can a five minute, three question survey foretell first-year engineering student performance and retention?

This research paper examines first-year student performance and retention within engineering. A considerable body of literature has reported factors influencing performance and retention, including high school GPA and SAT scores,1,2,3 gender,4 self-efficacy,1,5 social status,2,6,7 hobbies,4 and social integration.6,7 Although these factors can help explain and even partially predict student outcomes, they can be difficult to measure; typical survey instruments are lengthy and can be invasive of student privacy. To address this limitation, the present paper examines whether a much simpler survey can be used to understand student motivations and anticipate student outcomes. The survey was administered to 347 students in an introductory Engineering Graphics and Design course. At the beginning of the first day of class, students were given a three-question, open-ended questionnaire that asked: “In your own words, what do engineers do?”, “Why did you choose engineering?”, and “Was there any particular person or experience that influenced your decision?” Two investigators independently coded the responses, identifying dozens of codes for both motivations for pursuing engineering and understanding of what it is. Five hypotheses derived from Dweck’s mindset theory7 and others8,9 were tested to determine if particular codes were predictive of first-semester GPA or first-year retention in engineering. Codes that were positively and significantly associated with first-semester GPA included: explaining why engineers do engineering or how they do it, stating that engineers create ideas, visions, and theories, stating that engineers use math, science, physics or analysis, and expressing enjoyment of math and science, whereas expressing interest in specific technical applications or suggesting that engineers simplify and make life easier were negatively and significantly related to first-semester GPA. Codes positively and significantly associated with first-year retention in engineering included: stating that engineers use math or that engineers design or test things, expressing enjoyment of math, science, or problem solving, and indicating any influential person who is an engineer. Codes negatively and significantly associated with retention included: citing an extrinsic motivation for pursuing engineering, stating that they were motivated by hearing stories about engineering, and stating that parents or family pushed the student to become an engineer. Although many prior studies have suggested that student self-efficacy is related to retention,1,5 this study found that student interests were more strongly associated with retention. This finding is supported by Dweck’s mindset theory: students with a “growth” mindset (e.g., “I enjoy math”) would be expected to perform better and thus be retained at a higher rate than those with a “fixed” mindset (e.g., “I am good at math”).7 We were surprised that few students mentioned activities expressly designed to stimulate interest in engineering, such as robotics competitions and high school engineering classes. Rather, they cited general interests in math, problem solving, and creativity, as well as family influences, all factors that are challenging for the engineering education community to address. These findings demonstrate that relative to its ease of administration, a five minute survey can indeed help to anticipate student performance and retention. Its minimalism enables easy implementation in an introductory engineering course, where it serves not only as a research tool, but also as a pedagogical aid to help students and teacher discover student perceptions about engineering and customize the curriculum appropriately

Full circle: Balancing the knowledge equilibrium between newly-enrolled design students and their design school

In a relationship where one party has less knowledge than the other, research suggests that providing the former with more context specific knowledge can reduce the anxiety experienced by this party. I propose that for a newly-enrolled design undergraduate, the knowledge balance in the universitystudent relationship is shifted towards the institution, both in terms of subject-specific and personspecific knowledge. I argue this imbalance in the 'knowledge equilibrium' may help to explain research findings which argue that many newly-enrolled first-year university students can experience anxiety. Issues linked with anxiety can be argued to be of particular relevance in the field of design. A more equal distribution of knowledge engenders an adult-adult relationship, helping to create a 'mutuality of participation' between protagonists. Design Schools provide adult learning. Movement towards an adult-adult relationship between 'the university' and 'the student' can be facilitated through creating an environment where knowledge can be more equally distributed. This paper describes a project developed for newly-enrolled first years at a Design School situated within an English university and makes use of a publication containing input from students, tutors and alumni associated with the 3D Curriculum. This project aims to move towards facilitating a balance to the university-student knowledge relationship by providing students with knowledge that goes over and above that given in the usual induction events such as those related to library usage. Initial results have shown this knowledge has been important in reducing student anxiety at a time when individuals are particularly vulnerable to it