The Engineering Academy: increasing access to engineering Dr G M H Flockhart, Dr B A Keating, Dr A McLaren University of Strathclyde

Outline Engineering Academy overview Programme challenges Outcomes Academic pathway Industry engagement Programme challenges Recruitment Student transitions Structure Outcomes

What is the Engineering Academy Pioneering programme offering alternative route into university and employment as a University of Strathclyde student. AY2012–16 funded by the Scottish Funding Council AY2017 onwards funded by the University of Strathclyde 100 student places Partnership between University of Strathclyde and a group of FE colleges with industry : Sponsorship opportunity Work placement opportunities Skills development programme

The Partnership

Engineering Academy Model Year 1 – enhanced HNC + practical skills units Three embedded HNC pathways General Engineering Electronic Engineering Chemical Process Technology Year 2 – guaranteed articulation to second year* of a degree programme offered by 7 engineering departments. (* transfer to first year for Biomedical Engineering) Subject to meeting academic performance criteria

NB Engineering Academy students are University of Strathclyde students from day 1, guaranteed articulation to Year 2 upon meeting requirements Traditional Route 4/5 As Higher BEng (Hons) Year 1 Year 2 Year 3 Year 4 MEng Engineering Academy 4 Bs* Partner College 10-12 weeks work placement with sponsor 10-12 weeks work placement with sponsor Academic project with sponsor Access to Engineering (SWAP) Enhanced HNC + practical skills units * Students from SIMD 20/40 can access with BBBC. Engineering Foundation Level Apprenticeship can be counted as a non-core Highers.

Evaluation of Programme Group interviews of students in year 2 University internships focussed on Engineering Academy student experience: Student transition from college to university learning Student industry placements Academic performance monitoring Feedback from students via Engineering Academy Department Representative One to one interviews with 4th year students

Challenges Recruitment and marketing Managing student degree choice Managing allocation of students to college partners Aim to place student at local college Aim to have discrete college classes Implication on minimum class sizes Transition from college to university Learning style, academic support, knowledge gaps

Evolution of Programme Established discipline specific working groups Review academic content Identification of knowledge gaps Review of teaching style Curriculum alignment Adopted new FE maths curriculum Revised recruitment process Established new role to oversee academic development and transition support

Widening Access Recruitment Alignment with Scottish Wider Access Programme (SWAP) Access to Science, Technology, Engineering and Maths Targeted information to: Low progression schools FOCUS West (Focus on College and University Study – West of Scotland)

http://www. scottishwideraccess. org/west-story-niall-harrison. php http://www.scottishwideraccess.org/west-story-niall-harrison.php?section_id=170&student_id=80 SWAP Case study

Widening Access Aim to increase access to: SIMD 20/40 Care Black and Minority Ethnic students Gender Access / SWAP Low progression schools

Structural Evolution Motivation Problem Mitigation To better manage balance across academic departments To facilitate increased discipline specific transition support Problem Year 1 – Engineering Department selection Large demand to articulate to one specific department Mitigation Renaming of HNC pathway Degree choice at point of application

Curriculum Review Development of Year 1 – Transition Programme We are Strathclyde Addresses identified knowledge gaps Provides discipline specific training in software packages Introduction to practical laboratories Report writing skills To help cohort integration

Curriculum Review Development of Year 1 – Transition Programme We are Strathclyde Addresses identified knowledge gaps Provides discipline specific training in software packages Introduction to practical laboratories Report writing skills To help cohort integration Images if video does not work

Maths Review Early adoption of new FE maths curriculum HNC pathways have different Maths content 2nd Year Mathematics performance analysis SQA Engineering Mathematics Highest Level Undertaken Engineering Academy UoS 2nd Year Maths Average Mark (%) 3 46 4 56 5 74 Non Eng Acad BEng Cohort ~ 50% MEng Cohort ~70%

Outcomes Shell Eco Marathon Industrial internship placements Engineering Academy Internship team developed concept for competition entry Industrial internship placements ~120 offers from companies for internships and sponsorship ~50% Eng Acad student progressed to MEng degrees Increased widening access 38% SIMD 20/40 for 2016 intake EA student undertaken a 1 year internship Internship in Belgium, student returning to company for 2nd Internship and company offering another summer internship and looking to recruit a student for 1 year internship Dieter Rabaut Engineering Director DEME “Michaela really impressed us during her placement last summer and we’d like her to come back next summer and present the company to other EA students as we will take an extra one this summer too. Additionally we’d like to offer a 1 year internship to a Strathclyde Engineering student”.

Contact Details Dr Gordon Flockhart, Associate Director – Engineering Academy Email: gordon.flockhart@strath.ac.uk Tel: 0141 548 4267 Web: http://www.strath.ac.uk/engineering/studywithus/engineeringacademy/