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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/9458

Title: Progression of engineering students who attended a pre-sessional residential summer school
Authors: Perkin, Glynis
Bamforth, Sarah E.
Robinson, Carol L.
Keywords: Engineering education
Higher education
Mathematics support
Progression
Retention
Issue Date: 2010
Publisher: © Higher Education Academy Engineering Subject Centre, Loughborough University
Citation: PERKIN, G. ... et al., 2010. Progression of engineering students who attended a pre-sessional residential summer school. Engineering Education 2010: Inspiring the next generation of engineers, Aston University, EE2010 Conference Proceedings. Loughborough: Higher Education Academy Engineering Subject Centre, Loughborough University.
Abstract: 'Flying Start', a pre-sessional residential summer school was first held in September 2003 for incoming undergraduates, in the Department of Electronic and Electrical Engineering, with a weak or non-traditional mathematical background. In addition to mathematics sessions, the programme included an emphasis on key skills workshops, group work, evening social activities and an introduction to the Mathematics Learning Support Centre (MLSC) and its facilities. The MLSC, open to everyone at Loughborough University, has a wealth of mathematics support material and offers oneto- one mathematics support, which is available on a drop-in basis. Due to the success of the first 'Flying Start', the pre-sessional school ran annually for four years and intake was widened to include students, who met the criteria, from engineering or engineering related disciplines. Following the first three summer schools, attendees who scored less than 50% on a mathematics diagnostic test, were also offered additional individual support with their mathematics modules during their first year of study. This paper presents the findings of a longitudinal study tracking retention rates and degree classification of students who attended the 2003 and 2004 ‘Flying Start’. These results are compared to those obtained by non 'Flying Start' attendees who entered the same department in the Engineering Faculty in 2004. Conclusions are drawn about the effectiveness of the mathematics support offered to students who enter university with a weak mathematical background.
Description: This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/9458
Publisher Link: http://www.ee2010.info/
Appears in Collections:Conference Papers (HEA Engineering Subject Centre)
Conference Papers (Mathematics Education Centre)

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