Craig A. Watterson

Prediction of success in engineering study

The New Zealand Government is moving towards restricting access to tertiary education and implementing a managed entry scheme. It is therefore important to be able to predict whether a student has a reasonable likelihood of succeeding in tertiary engineering study. New Zealand secondary schools mostly operate on the National Certificate of Educational Achievement (NCEA) model whereby subjects are assessed on the basis of discrete individual modules. The paper compares the NCEA results to first year grades in tertiary engineering subjects obtained from most New Zealand providers of the BE degree to determine whether these NCEA grades can be used as a predictor of success or failure in tertiary engineering programmes. This is the first nation-wide survey of its kind and has yielded surprising results. For example, predicting success based on whether a student has not achieved is more insightful than basing on achievements, which is counter to the basis of many school league tables worldwide.

Steps to increase student engagement and retention in first year engineering

This paper details the changes undertaken to the introductory Bachelor of Engineering (BE) course Foundations of Engineering (ENGR101) at Victoria University, Wellington, New Zealand (VUW) to improve first year student engineering experience. A requirement of the BE is that a student obtains a B average over their core papers in Part I to progress with the degree. The paper also reports on student reactions to these changes based on information gained from surveys. It finds the introduced changes in 2011 increased the students passing with above average grade B from 45.3% to 50%, and further changes including the introduction of a major project in 2012 increased the pass rate to 63.4%

Strategies to improve engineering retention

Victoria University of Wellington in partnership with the regional polytechnic, WelTec, undertook a major exercise to identify, and where possible, resolve, barriers to recruitment and retention in the “digital” engineering specializations. This paper focuses on the retention aspects of this research. Informed by student surveys, focus groups and secondary school academic achievement data, we identified contributing issues of academic preparation, student expectation and cultural influencers. In response we developed an engineering preparation course, a mathematics based diagnostic tool, Peer-Assisted learning support, engineering cultural activities, and redeveloped our core first year engineering course. Although in the early stages of delivery, these initiatives have been well received by the students. We are closely monitoring the results of these initiatives with the expectation that fewer students will abandon their studies and a greater portion of the marginal students will attain passing grades.

Issues of recruitment and retention for a new engineering provider

As a new provider of engineering, Victoria University of Wellington (VUW) faces a significant number of challenges in attracting and retaining quality students. As the primary funder of Universities, the New Zealand Government is providing conflicting funding directives, desiring an increase in student numbers, but penalizing poor course completion rates and banning funding on foundation or bridging courses. This paper details the development of a successful engineering programme, focusing on the modern “digital” aspects of engineering, in the face of these challenges.

Increasing engineering awareness through targeted outreach

New Zealand, similarly to many countries, is facing declining enrolments in engineering tertiary study. Students and even their teachers are surprisingly ignorant about engineering study and prospective careers, especially in the more modern engineering disciplines. This paper outlines outreach activities targeted at two levels of secondary school students as well as their teachers and their careers advisors. Students are engaged in the construction of a multi-purpose electronic board which they retain afterwards. Teachers participate in the same activity and are additionally provided with resources to take back into their classrooms to augment the coverage of the relevant curriculum. The response to these activities and the resultant increased desire to consider tertiary engineering study has been exceptionally encouraging.

Practical laboratory classes to improve engagement and achievement amongst engineering students taking first-year mathematics

We describe the planning, delivery, and assessment of laboratory classes offered as part of two first-year mathematics courses for engineering students. The laboratory classes, which use practical examples inspired by second-, third- and fourth-year engineering courses, were designed to illustrate the relevance of mathematics to engineering. Once these classes were introduced the percentage of engaged students increased by up to a third, leading to similar improvements in pass rates and median marks.

Improving retention rates at first year for modern engineering students

Victoria University of Wellington (New Zealand) is a relatively new provider of engineering in the “modern” specialisations of electronics, networking and software. As a professional degree with essentially open entry, we have historically retained only 43% of our first year enrolments. Government directives to increase the number of engineering graduates coupled with financial penalties for poor course and degree completion have led VUW to prioritize increasing this first year retention rate. Taking into account academic preparedness, expectational issues and other contributing factors we present a number of initiatives that have increased student engagement and first year grades. Whilst several of these initiatives are still being developed, immediate results indicate an improvement in student satisfaction and an improving retention result.

Pastoral care and student support: Developing a method of retention

The transition from High School to first year Engineering at University can be very difficult for many students. Victoria University of Wellington, New Zealand (VUW), developed an early warning system for student grade performance: Big Sister, and a system of Pastoral Care within the School of Engineering and Computer Science. This paper will discuss how Big Sister supports the identification of at risk students and how this system is integrated into the delivery of effective Pastoral Care. Importantly, this paper will also discuss the information gained from student interviews by the Pastoral Care staff member. In particular, we discuss the findings in relation to student self-efficacy and success and how this is being used to improve the first year teaching and learning environment.

The development of postgraduate ICT programmes: For an industry that does not want traditional postgraduate students

An opportunity arose to secure a share of a multimillion dollar initiative to train additional ICT Postgraduate students. However, local and national ICT industries did not want such students, with the greatest demand being for conventional 4 year Bachelor of Engineering or 3 year Bachelor of Science graduates. This paper outlines a strategy that developed a suite of programmes that passed nine quality assurance stages and won a competitive bid to be selected as one of three preferred suppliers. Further, the programmes so developed addressed industry needs, and were able to target both domestic and international students.

What surveys and interviews tell us

Since the first offering of our Bachelor of Engineering degree (BE) at Victoria University of Wellington (VUW) in 2007 we have had consistently poor pass rates for first year students. At VUW we have collected survey information since 2010. While these surveys have provided excellent information they do not provide sufficient depth of information for us to fully understand the problems facing first year students. Since 2012 pastoral care interviews have greatly enhanced our understanding of the student experience. This paper discusses the findings of the surveys, the creation of our pastoral care system and findings from pastoral care interviews.