Published_37-Article Text-283-1-10-20200118.pdf (1.11 MB)
Support for students in their transition to the first year of an engineering degree
journal contributionposted on 2020-02-25, 12:03 authored by Stephanie ThomasStephanie Thomas, Clare Trott
The research presented here is a project to support students entering STEM degrees. The study aims to investigate and address the mathematical difficulties that many students present when making the transition to undergraduate Engineering courses. Data were collected on students’ mathematical background, self-reported preferences in terms of preparing for assessments and outcomes on a mathematics diagnostic test. Both quantitative and qualitative methods were used to analyse the data, expanding the preliminary results reported in Treffert-Thomas, Hunsicker and Trott (2016). One of our findings showed that students without A/AS-level qualifications tended to use additional materials and online materials in particular more often than students with A/ASlevel qualifications. This led us to develop an online, visual, dynamic resource aimed to be inclusive of all students including those with a learning difference.
Loughborough University, School of Science Teaching Innovation Fund, SC2032
- University Academic and Administrative Support
Published inJournal of the Foundation Year Network
Pages79 - 90
PublisherFoundation Year Network
- VoR (Version of Record)
Rights holder© The authors
Publisher statement© Copyright 2019. The authors, Stephanie Treffert-Thomas and Clare Trott, assign to the Journal of the Foundation Year Network the right of first publication and educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. Any other usage is prohibited without the express permission of the authors.