1. WIDENING PARTICIPATION AND UNIVERSITY ENGINEERING PROGRAMMES: RETENTION OF STUDENTS FROM A VOCATIONAL BACKGROUND MARK HOBSON, UNIVERSITY OF SHEFFIELD (SECONDED FROM DONCASTER COLLEGE)

2. 09/05/2015© The University of Sheffield 2 CONTENTS Outcome of targeted maths tutorials for ex-BTEC students Direction of MASH regarding same students Outcome of a review of support systems Levels of admissions tutors’ knowledge of maths on vocational qualifications

3. 09/05/2015© The University of Sheffield 3 IMPORTANT TO NOTE Alongside other initiatives and complementary to a faculty re- organisation…

4. 09/05/2015© The University of Sheffield 4 SEMESTER 1 – TARGETED TUTORIALS Ex-BTEC students attended maths tutorial sessions Aerospace, Civil, Materials Results – Semester 1 exam results better than previous year (though be careful!) Real outcome – retention and informed report to Learning and Teaching Committee Did not capture all disciplines; 12 out of 33 students attended Held in MASH

5. 09/05/2015© The University of Sheffield 5 MASH Diagnostics for all engineering students Links to revision materials (mathcentre, HELM etc, MASH itself) Results of diagnostic linked to exam results (inform long-term strategy) Style of questions designed to capture all backgrounds so no disadvantage to vocational students

6. 09/05/2015© The University of Sheffield 6 REVIEW OF 1 st SEMESTER SUPPORT MEASURES WHEN?WHO?ACTIVITY April-MayAdmissions tutorStudent offer JulyStudent to confirm with collegeGrades (This is possible with BTEC qualifications) July-AugustAdmissions tutor/department secretary/MASH Send pre-university revision materials (CD-ROM, website information) AugustDepartment secretary???Send invitation to either pre-university transition/activity or same but on Intro- week (and week 1 Wed?) Wednesday pm September- October Student/First year tutor/staff as required Transition to university activities??? SeptemberStudent/MASHDiagnostic (MOLE) * September- October StudentSelf-generated Learning Plan September- October StudentAccess revision materials October- January Student/First year tutor/personal tutor Tutor intervention and advice; review Learning Plan October- December Student/First year tutor/personal tutor Small group tutorials in department or MASH (extra? Departmental strategy?) October- January Student/MASHMASH drop-in October- November First year tutor/tutorial staffExam style questions in some tutorials (1 or 2 typical questions and model answers afterwards) – supports available past papers NovemberFirst year tutor/tutorial staffMock exam (1-hour)** January- February StudentExam February- March Course team/department secretaryReview – compare results against support/revision activity (part of module review and or exam board) IDEALIST!!

7. 09/05/2015© The University of Sheffield 7 REVIEW OF 1 st SEMESTER SUPPORT MEASURES REALITY!! Week 1/2 DIAGNOSTIC: Managed by MASH; informs student self-study needs and extra tutorial requirements Week 1/2 TRANSITION SUPPORT: Note taking in lectures, exam technique, forming study groups, access to MASH Weeks 2-5 MASH TUTORIALS: Managed by MASH with faculty buy-in and academic attendance (lends authority) SEMESTER 1 EXAMS: Analyse results and compare to diagnostics and tutorials – was it worth the effort? MOCK EXAM?

8. 09/05/2015© The University of Sheffield 8 ADMISSIONS AND FIRST YEAR TUTORS Admissions tutors have been informed of recent changes in the maths content of vocational qualifications and the overall structure of such programmes Ensures the high standards of recruitment to the most appropriate course of study

9. 09/05/2015© The University of Sheffield 9 OUTCOMES Any differences to retention and success will be measured in an on-going programme of monitoring and review Proposed support measures transfer to any student with such needs Comparisons to other Russell Group Universities

10. 09/05/2015© The University of Sheffield 10 THANK YOU FOR LISTENING Any questions? m.hobson@sheffield.ac.uk Thought: Will competing government policies have an impact i.e. Widening Participation (HE) against Local Needs (FE)?