eSTEeM Conference, 25 April 2017 How studying a STEM Access module prepares students for UG Science Dr John Butcher, Dr Elaine McPherson, Dr Carlton Wood, Dr Anactoria Clarke

Y033 Science, technology and maths Access module 550 students per presentation, two presentations per year since October 2013. Demographic data suggests Access students have disproportionately high ‘Widening Participation’ characteristics – they are more likely than UG entrants to be from groups under-represented in HE (those on low income, with low prior qualifications, from low participation neighbourhoods, declaring disabilities). 60%+ receive a full fee waiver. 25% + declare a disability. The subjects included are science, engineering and design, environment, mathematics, and computing and IT. Each subject is introduced and explained, and the pace is comfortable even with little or no prior knowledge of the subjects explored within the module.

60 credit Level 1 interdisciplinary Science S111 Questions in Science 60 credit Level 1 interdisciplinary Science Some students start with S111 but some study Y033 first and then progress to S111. Demographic data suggests Y033 students who progress to S111 are more likely to be female, to be disabled, to be from low occupational status and from a low SES background than direct entrants – and are twice as likely to have low PEQs. 86% of students who have previously studied at the OU are fully engaged with S111 at TMA 03. This rises to 87% if students have studied an Openings module, and 89% if they have studied Access. For students with low PEQs who are new to the OU, only 60% are still fully engaged with S111 at TMA 03.

Impetus Three stimuli: STEM colleagues on the Access Programme team were seeking to better understand progression to a new Science UG module (S111) – this scholarship initiated a range of subsequent actions. A gap in the STEM literature around effective outreach for adult learners. An opportunity to be included in a set of case studies for OFFA looking at widening participation and outreach for adult learners.

Literature Three key themes Science curriculum as a barrier to learning for a more diverse student body (Chang & Cheng, 2008; Duncan & Arthurs, 2012; Jordan, 2011; Kennedy & Odell, 2014) Personal attributes to overcome barriers to achieving in STEM (Atherton, 2015; Moakler & Kim, 2014; Sheldrake, 2016; Waters & Gibson, 2001) HEI support for STEM students with limited entry qualifications (Bentley & Allen, 2006; Coughlan & Swift, 2011; Knox, 2005; Rabitoy et al, 2015) UK & Australian studies focus on persistent gender imbalance in STEM participation. US & South African studies focus on attempts to address BME attrition and under-achievement in STEM.

Mixed method case study Five iterative approaches to data collection Analysis of existing student experience evaluative survey data (SEaM) Analysis of responses to Y033 16B forum questions Semi-structured ‘phone & email interviews with sample of 16 Y033 students (15J and 16B) at the end of the module Follow-up semi-structured ‘phone & email interviews with nine of these students during their study of S111 16J Semi-structured ‘phone interviews with 14 S111 tutors, one of whom also tutored Y033 at two points in the module Interviews were transcribed and content analysis was conducted by the research team.

What were students feeling at the start of Y033? STEM Access students perceived they can initially: Lack studentship skills (worry about returning to learning); Lack discipline confidence, especially re: numeracy/maths (prior failure); Y033 students often possess low maths skills initially, and can be fearful of maths (rarely admit to worrying about science); Lack learner resilience (‘knocked back’ by poor grades); Carry with them a feeling of dislocation and fear of failure.

What were students feeling at the end of Y033? Y033 students: Developed generic study skills (note-taking, formal writing and reflection all embedded in materials) = improved study confidence; Felt they were ‘doing science’, engaging via audio/video and practical tasks as well as texts; Were motivated by being taught to think critically about both sides of a scientific debate (and referred to scientific debates in the media); Felt part of a learning community (informal peer support from online forums), especially for students with health issues; Developed digital literacy skills as part of their learning journey (Open Design Studio, forum posting, navigating VLE) = preparation for S111 online;

What were students feeling at the end of Y033? On completion of Y033, students perceive enhanced competence and confidence in maths skills – ‘starting to enjoy maths’, digestible & gradual; Y033 provided a ‘smoother start’, students not ‘blown-out’ by challenging maths in a single block – less threatened, more likely to persist; Felt benefit from cross-discipline approaches and guided reflection (sometimes leading to revised study and career aspirations); Reflective activities and cross-discipline study prompts informed changes to study intentions.

What students said when they were studying level 1 Science (S111) Were enthused about progressing to S111 (would have been nervous); Wide range of maths skills required by scientists taught on Y033, threaded through the materials ‘little and often’ – integration of optional activities; 1-1 tutoring model helps students find strategies to manage their time, building in their own flexibilities, learning to persist.

What level 1 tutors said about Y033 students Had good ‘self-realisation’ compared to direct entry UG students; Developed a clear expectation of the tutor role; Had a head-start with the ‘scarier’ maths; Were indistinguishable from the other students, tutors did not know who had come from Access – the playing field had been levelled ; At Day Schools, students from Y033 were more confident about putting scientific ideas forward, asking questions, organising their time and finding web material.

Conclusions Sympathetic and supportive tutoring crucial Access tutors know their students well, can be flexible (supporting study at Level 0) and this preparatory learning lifts students with low PEQs and other WP characteristics to UG level by ‘levelling the playing field’. Maths skills crucial Maths is a predictor of achievement in STEM: confidence and competence in maths skills supports academic preparation and addresses low academic confidence. Integrate maths with science learning, little and often. Applying everyday science crucial: Interdisciplinary study in STEM builds scientific confidence – this feeds off 1-1 tutor support and low-risk assessment including online interactive quizzes.

Does Y033 help to prepare students for level 1 interdisciplinary Science? Additional preparatory study appears to be effective for adult learners in STEM It is not a quick fix, but doing it properly means adult learners from disadvantaged backgrounds can access STEM degrees. We will evaluate its effectiveness in terms of retention, success, progression and subsequent achievement.