Edmund Nevin

Spatial skills as predictors of success in first-year engineering

Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through two standardized instruments widely used in spatial cognition research. The spatial skills of architecture and computer science students were also assessed for comparison purposes. This paper outlines the results obtained from a study at an Institution of Higher Learning and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses. Grades at the end of the semester were obtained in several mathematics courses to determine if there is a correlation between spatial skill level and student performance in introductory math courses.

Online resource platform for mathematics education

Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of todays student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of students perceptions.

Technology in the First Year Experience - A Study on the Resources Provided to and used by Students

The introduction of new technologies has increased the amount and type of information resources available to students. Today’s student encounters technology in all aspects of life, from social interactions to online purchases. Of particular note are the increased possibilities in the availability of resources to support their studies. This paper presents a study of the types of resources available to first year students, how they interact with each type and their preferences. Two surveys were carried out. The first survey was conducted amongst academics delivering first year modules. Its primary aim was to obtain information about the resources students were given, or directed to, by the lecturers. The second survey was conducted amongst first year students from different technical programmes, including full time and part time programmes and therefore a mix of mature and non-mature students. Students were questioned about their engagement with a range of different types of resource and their use of resources that were additional to those provided by their lecturers. This study presents the combined results of the surveys. These were used to evaluate the engagement with traditional resources and technological and digital resources in education both from the lecturer and student perspective. The results show a divide between the types of material provided by the lecturers and the materials and usage preferred and actually used by the students.