The transition from further to higher education is both an exciting and challenging time for first year undergraduate engineering students. This work focuses on developing a tool to support the academic dimension of the transition, specifically the identification and closing gaps in student’s pre-requisite knowledge, skills and reasoning. A transition survey was developed and deployed to a large cohort of Chinese engineering students on a British Transnational Education Programme (TNE). The first iteration of the survey was first deployed to Queen Mary Engineering School (QMES) students in September 2018. The results from which are presented in this paper. The transition survey was enhanced with support from colleuges from two other universities (Hassell, D, G., Gan, S, Y., Spowage A.C. 2019) and deployed to students in three partner Universities in September 2019. Selected results from this second iteration deployed to QMES students are included in this paper for comparison purposes.The results indicate the approach can support students in identifying and closing gaps and thus support them in the management of the academic dimension of the transition to undergraduate engineering education. However, additional work and access to data from a graduating cohort is needed to completely address the research
question. The work identified several areas where students background knowledge skills and reasoning are incomplete to take full advantage of the learning opportunities presented to them. The work defined several areas of improvement for future iterations of the survey.
Andrew Spowage, Queen Mary University of London, United Kingdom
Xinru Deng, Queen Mary University of London, United Kingdom
Stream: Assessment Theories & Methodologies
This paper is part of the ACE2020 Conference Proceedings (View)
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