Design of the Engineering Augmented Degree Programme at the University of Pretoria Diane Grayson, University of Pretoria.

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Presentation transcript:

Design of the Engineering Augmented Degree Programme at the University of Pretoria Diane Grayson, University of Pretoria

5-year programme in engineering at UP (since 1994) –Slow stream (2 years over 3) –Some extra tutorials –Foundation module for students most in need of maths and communication development

The problem 2002 entering cohort (N=531)

Government policy since 2006 No more “add-ons” Mainstream extended degree programmes All components must be credit-bearing

Engineering Augmented Degree Programme (ENGAGE)-- Design Principles 1.Support students in making the transition from school to university 2.Maintain high student workload 3.Increase volume of work and difficulty over time 4.Decrease support over time 5.Begin with familiar subjects

Year 1 Year 2 Year 3 Year 4 Year 5 Support Difficulty and volume of work

YEAR 1 CHEMISTRYADDITIONAL CHEMISTRY PHYSICSADDITIONAL PHYSICS MATHEMATICSADDITIONAL MATHEMATICS PROFESSIONAL ORIENTATION

Developmental modules Compulsory attendance, weekly assignments Additional modules 4 periods/week, 8 credits (16 credits for mainstream module) Focus on background knowledge, conceptual understanding, problem-solving Professional Orientation 6 periods/week Skills focus: communication, IT, life, study, technology

YEAR 2 INTRODUCTORY ENGINEERING MODULES ADDITIONAL MODULES MATHEMATICS (1/2 of Level 2) COMMUNITY PROJECT COMPUTER LITERACY INFORMATION LITERACY

YEAR 3 REMAINING LEVEL 2 MODULES YEAR 4 YEAR 5 SAME AS 3 RD YEAR OF 4-YEAR PROGRAMME SAME AS 4 TH YEAR OF 4-YEAR PROGRAMME

ENGAGE4-Year Program YEAR 1 CR Mainstream Science (level 100) 64Mainstream Science and Eng (level 100) 144 Developmental48 YEAR 2 Mainstream (level one 200) 96Mainstream (level 200) 144 Developmental32 YEAR 3 Mainstream (level 200) 128Mainstream (level 300) 144

2010 ENGAGE students Grade 12 marks (N=305)

First semester performance (N=305)

Are we selecting the “right” students? Is the augmented model workable? Did we do justice to the model this year?

tiered admission and placement PointsMin MathsMin PhySc 4-year3680%70% 4-year or ENGAGE NBT 70%60% ENGAGE only NBT 60%50% Maybe 4-yr BSc <30 + NBT 50%

Being an ENGAGE student has helped me make the transition from school to university 84% (175) I felt there was someone I could go to if I had academic problems during the semester 68 % (142) I got the support I needed this semester73% (153) I kept up to date with my work this semester71% (148) I coped with the workload this semester73% (153) I learned useful life skills in ENGAGE this semester84% (175) After this semester I still want to be an engineer95% (198) Students who agreed or strongly agreed on end of 1 st semester evaluation (N=209)

Percentage of students who agreed or strongly agreed Manageable amount of work Manageable level of difficulty Got enough support Additional Maths 97% (203)92% (193)83% (173) Additional Chemistry 96% (191)88% (176)79% (157) Professional Orientation 93% (194)96% (200)87% (182)