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How can we improve retention in first year Engineering Mathematics?

2012 Australasian Association for Engineering Education ( AAEE ) Annual Conference 3rd - 5th December 2012. How can we improve retention in first year Engineering Mathematics?. How do we identify students “at risk”? Are students who should be, using the support services we are offering?

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How can we improve retention in first year Engineering Mathematics?

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  1. 2012 Australasian Association for Engineering Education (AAEE) Annual Conference 3rd - 5th December 2012 How can we improve retention in first year Engineering Mathematics? How do we identify students “at risk”? Are students who should be, using the support services we are offering? Preliminary study: Civil engineering 1st year, 1st semester cohort (n=77) Support services in place (MASH Centre, online MathsCasts, appointments to manage study plan) ATAR, maths methods scores, test scores and grades in Maths 1) http://www.adcet.edu.au Prototype of an intervention strategy with a focus on mathematics support for first year Civil engineering students “at risk” Birgit Loch and Dominique Elliott

  2. Results 2012 Australasian Association for Engineering Education (AAEE) Annual Conference 3rd - 5th December 2012 • ATAR, maths methods score each correlated to final grade. Test 1 performance, previous failure indicators. • 16 “N”. HD students prefer anonymous MathsCasts to MASH Centre. Watching too many MathsCasts is not good for you. Findings, impacts and outstanding issue Indicates • Early intervention required at critical points to assist struggling students (propose week 3 and 7) • Earlier intervention for students with ATAR under 80, MM under 38 Prototype of an intervention strategy with a focus on mathematics support for first year Civil engineering students “at risk” Birgit Loch and Dominique Elliott

  3. New intervention strategy 2012 Australasian Association for Engineering Education (AAEE) Annual Conference 3rd - 5th December 2012 • Contact and assistance offered before semester begins if student is considered to be at risk (Crash prevention course) • Email detailing support services and how to use them effectively in week 3 • Observed patterns of high use of support services • If test 1 less than 63% - Email offering additional assistance (one on one) and support services • If fail both tests, email student to ask them to consider if they should proceed or take action. Would you share your retention and engagement strategies with us? Prototype of an intervention strategy with a focus on mathematics support for first year Civil engineering students “at risk” Birgit Loch and Dominique Elliott

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