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|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|
|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
|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.|
|Publisher Link: ||http://www.ee2010.info/|
|Appears in Collections:||Conference Papers (HEA Engineering Subject Centre)|
Conference Papers (Mathematics Education Centre)
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