The first year Engineering and the Environment student:

1. The first year Engineering and the Environment student: What is their previous experience? What are the challenges? What are their strengths? Sarah Rogers 4th April 2011

2. Contents • The Transition Cycle for Part I • Preparation Phase • Prior knowledge and experience • The A level experience • A level Mathematics • What strengths do our students bring with them? • Encounter Phase • Adjustment Phase • Stabilization Phase • Transition Cycle for Part II “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

3. Pre-arrival Preparation Preparation for Part II Part I Transition Cycle Arrival and induction Stabilization Encounter Sem 1 Adjustment Early Sem 1 Ref: Process model for the transition cycle, c/o N Nicholson, 1990 “Our students have a strong understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

4. Preparation Phase: What knowledge and experience do our students have before they arrive? • Type of study: • A level • AS level • IB • International qualification • Extended Project • Type of institution: • College or sixth form • State or independent • Selective or unselective • Type of discipline: • Engineering – Maths, Physics • Env Sci – Geography, Geology… • Type of background: • e.g. first in family to go to university, social and cultural capital, home or international student “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

5. Preparation phase A and AS levels as preparation for University study Teacher quotes (Barton Peverill) • “We are not allowed to advise students on what subjects to take at A level, regardless of their potential and what we know would give them more options for study at university” • “We get performance-related pay based on the performance of our students at A level” • “In many ways, the A level structure does not enable us to encourage our students to read broadly and beyond the key texts as exams content driven; there is little scope for covering the ‘big picture’” • “The key text for each course is written by examiners and accredited by exam boards” • “Unlikely to learn referencing or understand academic sources unless they do the EPQ” “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

6. Teacher quotes (Barton Peverill cont) • “Students have a one to one tutorial at least once a month” • “Clear absence procedures” • “Option to resit exams” • “Either one to one or as a class, the teacher will go over the marker scheme and what has been ‘missed’ when giving feedback on assignments” • “Students may be given an essay plan before tackling an assignment” • “Class is student led rather than teacher led with a variety of techniques being used: • Starter activities and plenaries; group work; short practical tasks; quizzes; directed reading; elearning” • “Each activity lasts for 10 minutes” “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

7. Teacher quotes (Wellington College): • “We actively discourage students from selecting subjects that will limit their options at university” • “Afternoons are spent offering our students personal support and guidance with their studies” • “Our students are increasingly looking to study at a university oversees, especially America” • “99% of our sixth form students go on to study at university” • “We encourage the IB, and have developed the Middle Years Programme for third form, and when entering fourth form, pupils can continue with MYP or more traditional GCSE” • “Helicopter parents are the norm” “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

8. Maths as preparation for Engineering • Admissions requirements: Civil: A levels: AAA (excluding general studies and critical thinking), including mathematicsand a science subject (preferably physics but biology, chemistry, geography, geology and environmental studies also considered) IB: 36 points, 18 at higher level, including mathematics and a science subject, with a minimum of 6 points in each. Acoustical: A levels: ABB, including mathematics and physics, one of which must be grade A IB: 32 points (minimum), including a total of 12 points from mathematics and physics at higher level Mechanical: A levels: AAA, including mathematics and physics (general studies and use of maths not accepted), plus GCSE English language at grade C or above IB: 36 points, 18 at higher level to include mathematics and physics; standard level 5 English “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

9. Maths as preparation for Engineering • 30-40% of schools and colleges offer students the opportunity to take one module or less in Mechanics at Mathematics A level • A level Maths includes only 2 applied modules and in order to maximise grades most schools/colleges opt to do M1/S1, M1/D1 or S1/D1 • Unless students take Further Mathematics, students rarely have the opportunity to study any one area in depth; some students may not get access to most the appropriate A2 applied modules • In 2006, 57% of students studying Mathematics and Further Mathematics at A level did not study any applied modules at A2 level, and only 21.8% took M2, many of whom would have been Further Mathematics students. • Around 30% of Engineering students at university (from a sample of 1,087) had studied little or no mechanics. Ref: M Savage and C Stripp “Newton’s Mechanics: Who Needs It? Report on the mechanics problem at the transition to university”, The Maths, Stats and OR Network, 2009 “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

10. Further Mathematics • The number of pupils sitting Further Mathematics has doubled in the last five years • 2010 compared with 2009: • A level Mathematics numbers are up from 72,475 to 77,001, an increase of 6.2%. • A level Further Mathematics numbers are up from 10,473 to 11,682, an increase of 11.5%. Ref: http://www.furthermaths.org.uk/manager_area/files/FMSP%20Media%20release%2019%208%202010%20with%20data.pdf “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

11. Issues specific to Environmental Science • Admissions requirements: • Broad range of knowledge , experience and perspectives that students bring with them as a result of variety of subjects they can have studied as A level to be admitted • Relatively few schools and colleges offer A level Environmental Science • Many students have to take a “leap of faith” in committing to the subject • Motivation for many is based on a passionate interest in the environment Ref: P Shaw, “Education and the Journey to Environmental Science”, To be published in the Environmental Scientist, 2011 “A levels: AAB–ABB, including two science subjects from geography, biology, chemistry, physics, mathematics, psychology, geology and environmental studies (excluding general studies and critical thinking)IB: 34–32 points, 17–16 at higher level, with a minimum of 12–10 points from the following science subjects at higher level: biology, chemistry, physics, geography, psychology and mathematics” “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

12. What strengths do our students bring with them? “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

13. What strengths do our students bring with them? • If they have undertaken the Extended Project, they will have had experience of researching a topic to a deeper level • If they have undertaken the IB, they will have studied a broader curriculum than A level • A level students appear to be more numerate than in previous years, demonstrating greater confidence • Used to finding information and facts • IT literate, used to working with VLEs • Used to a student led classroom environment • Used to group working “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

14. Pre-arrival Preparation Preparation for Part II Part I Transition Cycle Arrival and induction Stabilization Encounter Sem 1 Adjustment Early Sem 1 Ref: Process model for the transition cycle, c/o N Nicholson, 1990 “Our students have a strong understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

15. Encounter Phase Arrival • Culture shock to varying degrees • Reacting to the new physical environment, social environment and academic environment • “Engineering students highlighted the first few weeks as being key to finding their way around, meeting new people and finding friends. They valued opportunities to facilitate social networking such as group and project work”(Liz Willis, Enhancing the First Year Experience for Engineering Students, Engineering Subject Centre Guide, 2008) “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

16. Adjustment Phase Early semester one • Getting to know: • The people • The systems • The processes • The learning environment, • The subject • What it is to be a student • How and why it differs from what they’re used to “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

17. Stabilization Phase Semester one (and beyond for some) • Once they have reached a ‘stable’ state, then we can challenge them; get them out of their education comfort zones (A level education mode for most) and build the foundations of the discipline • Different learners will ‘stabilize’ at different times (e.g. international) – how do we cater for this? • How do we achieve a challenging education that helps students to operate effectively outside their comfort zones? • What about the brightest students? • Readiness for Part II? “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”

18. End of Part I Summer period Preparation Preparation for Project Part II Transition What is different about the 2nd year of their degree? Get them in a ‘steady state’ asap and build their capacity ready for the Project Stabilization Encounter Adjustment What will they need to adjust to? What are the new challenges? “Our students have a deep understanding of the theory of their discipline and the confidence to apply it in a variety of different engineering applications”