1. Open University Widening Participation Conference How does a STEM Access module prepare adult learners to succeed in undergraduate science?
Dr John Butcher, Dr Carlton Wood,
Dr Anactoria Clarke, Dr Elaine McPherson

2. Impetus
Three stimuli:
STEM colleagues on the Access Programme team were seeking to better understand progression to a new Science UG module (S111).
A gap in the STEM literature around effective widening participation for adult learners, and particularly the distance learning context.
An opportunity to be included in a set of case studies for OFFA looking at widening participation and outreach for adult learners.

3. 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.

4. STEM Access module (Y033)
STEM Access students:
Developed generic study skills (note-taking, formal writing, digital literacy 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);
Report enhanced competence and confidence in maths skills – ‘starting to enjoy maths’, digestible & gradual;
Felt benefit from cross-discipline approaches and supported reflection (sometimes leading to revised study and career aspirations).

5. UG Science - S111 Questions in Science
S111 is a 60 credit, online FHEQ Level 4 interdisciplinary science module that students study over 9 months;
Students are taught in groups of 20, with one face-to-face meeting and online tutorials;
Some students choose to start with S111 but some study Access first and then progress to S111;
Demographic data suggests Access 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.

6. Mixed method case study
Six iterative approaches to data collection
Analysis of existing student experience evaluative survey data
Analysis of responses to Access module forum questions
Semi-structured ‘phone & interviews with sample of 16 Access students at the end of the module
Follow-up semi-structured ‘phone & interviews with nine of these students during their study of UG Science module, S111
Semi-structured ‘phone interviews with 14 S111 tutors at two points in the module
Analysis and statistical analysis of submissions and scores across assignments, computer-marked tests and module results

7. What did students say at the start of Access?
Interviews with and survey data from STEM Access students revealed that they initially:
Lack studentship skills (worry about returning to learning);
Lack discipline confidence, especially re: numeracy/maths (prior failure);
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.

8. What did students say at the end of Access?
Interviews with and survey data from STEM Access students revealed that they initially:
Lack studentship skills (worry about returning to learning);
Lack discipline confidence, especially re: numeracy/maths (prior failure);
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.

9. What UG science tutors said about previous Access students
Tutors commented that previous Access students:
Had good ‘self-realisation’ compared to direct entry UG students;
Had a clear expectation of the tutor role;
Had a head-start with the ‘scarier’ maths;
Were in many ways indistinguishable from the other students, tutors did not know who had come from Access – the playing field for low PEQ students had been levelled;
Were more confident about putting scientific ideas forward, asking questions, organising their time and finding web material.

10. What students said when they were studying UG Science
Follow up interviews with previous Access students indicated that they:
Felt prepared for the start of S111;
Felt that they would have been overwhelmed by the maths in S111 if they had not had it threaded through the Access module;
Felt that the 1-1 tutoring model on Access had helped them to find strategies which they were now using on S111 - to manage their time, building in their own flexibilities, learning to persist. This allowed them to focus their energy on the content of the module;
Data indicates that students with low PEQs who study Access first are more likely to remain engaged and complete S111.

11. Findings – assignment scores

12. Findings – computer marked test (iCMAs) scores

13. So what benefit does Access bring?
Findings – submission rates on assignments (TMAs)

14. Findings – submission rates for iCMAs

15. Findings - pass rates

16. Conclusions
Students with low PEQs who complete this Access module are significantly more likely to remain fully engaged and to complete level 4 science than students with low PEQs who go straight into level 4 science. Sympathetic and supportive tutoring along with interdisciplinary study can lift students with low PEQs and other WP characteristics to UG level so ‘levelling the playing field’. The approach of integrating maths with science is effective in improving Access students’ confidence with maths and hence their persistence in tackling maths at level 4.

17. THANK YOU