North East Further and Higher Education Alliance

1. Denis Cummins Dundalk Institute of Technology North East Further and Higher Education Alliance

2. Aims To increase progression from Further Education Colleges to Dundalk Institute of Technology (DKIT). To support learner transition from further education to higher education through a range of initiatives both pre- and post-registration at DKIT To provide mutual support and explore the use of shared services in areas such as promotion, recruitment, ICT services, library resources and access to specialist facilities at DKIT that are not available to the further education colleges To promote the continuing professional development of staff of all the members institutes

3. Members Coiste Gairmoideachais Chontae Lú O’Fiaich College

5. Scope Develop collectively ‘College experience’ opportunities such as shadowing, use of facilities, student and staff liaison with FE, staff exchange and shadowing Co-ordinate and collaborate on curriculum development to support student transition and progression Guarantee progression routes from FE to participating IoTs, while recognising that this may not be possible for all programmes Identify expertise and supports that could be shared between FE & HE Institutions that support student learning, retention and progression. This would include learner assessment, targeted learning support, shared services such as ICT, Library & E-Learning Develop collaboratively a Pre Entry to College Module, which will be run in each FE College, as a prerequisite for entry into an IoT and which addresses ‘known’ key issues/skills/competencies.

6. Values • Spirit of partnership/co-operation (mutually supportive) to underpin the work • Progression/welfare of the students should be central and govern all we do • Try to work towards consensus. Look for compromise/adjustments where conflict may arise e.g. in Working Groups.

7. Working Groups • Access Sub Group • Business / Sport • IT • Caring Group • Engineering and Science

8. Actions Achieved 2009 • 1st Annual Conference on Teaching and Learning on May 22, 2009 • Access courses funded by the Dormant Accounts Fund • Advanced entry (year 2) to DKIT for FE students in Business, Computing, Science • MA Teaching and Learning (developed) • Access to FE colleges to DKIT Staff Development Programme

9. Learner Support Initiatives • Learner Support Centre • IT Learning Centre • Enabling Maths Programme • Academic Writing Support • Mature Students Society • Student Peer Support System

10. Other STEM Type Initiatives • Mathematics Learning Centre at University of Limerick • Mathematics Learning Centre at Letterkenny Institute of Technology • IT Learning Centre at DKIT • Problem Based Learning (PBL) at DKIT • Meitheal at DKIT

11. Problem • Based • Learning • In • Physics

12. The Problem • Our students were having great problems with Physics. • Our overall retention was not good. • We were not delivering students with the correct skill set to the employers.

13. The Implementation • An Experiment – How to run the first year? • Split the class ½ Traditional and ½ PBL? • Law suits? • Jump in feet first. • Decision – Jump in feet first.

14. Problem Duration • Each session lasts 2 Hours. • Problems last 2, 4, or 6 hrs. • Students take other subjects – NON PBL. • Fully integrated tutorial and Lab sessions. • 20 problems cover total syllabus.

15. Standard of Student • All qualified applicants – 150 to 400 points in Leaving Cert. • End Qualifications : Bologna • Higher Certificate ( Level 6 ) • Ordinary Degree ( Level 7 ) • Honours Degree ( Level 8 )

16. Physical Constraints • Physics laboratory 3 Benches. • 24 Students in 2 Classes. • 8 students per PBL group. ( Too Big ! ) • 3 Networked Computers Installed in Lab. • Portable library in trolley • Scheduled to renovate the lab next summer. • Acoustic ceiling to be installed this summer.

17. Assessment Strategy • 3 Phases: • Attendance mandatory. • Phase 1: • Tutor assess process. • Tutor assess product. Marks Pro-rated on attendance. • Phase 2: • Self Assessment of process, Tutor assess product, Pro-rated. • Phase 3: • Peer Assessment. The Students divide up the marks.

18. Comparison of Results. • The following slides compare the examination results for last year’s first year students 2002/3 taught by the traditional method to this year’s students 2003/4 taught through Problem Based Learning.

19. Key Points • These are unconsolidated results and do not contain the Autumn repeat results. • Average mark jumps from 30% to 50%. • Christmas pass rate jumps from 17% to 67%. • Easter pass rate jumps from 18% to 70%. • Summer pass rate jumps from 28% to 65%. • Final Result ( including Continuous Assessment) jumps from 60% to 84%. • Retention Rate ( Physics only ) jumps from 43 to 65%.

20. DkIT First Year Comparison PBL to Traditional Teaching Method Problem Based Learning

21. Last years Physics Exam Results – Christmas, Easter, & Summer

22. PBL Physics Exam Results – Christmas, Easter, & Summer

23. Comparision of Final Summer MarksIncluding Continuous Assessment

24. Student Comments • A survey of the students was conducted. Some of their comments: • “As I am repeating the subject this year I can honestly say this method is by far a better way of teaching than lecture based learning.” • “For a person who has never done physics before I find it very interesting and it’s a change from long classes.” • “It stays in your head because you can look for the information yourself.” • “PBL should be carried out in every subject.”

25. More Physics Please • 67% of this years PBL taught students would like to continue with physics next year. • 43% of last years traditionally taught students would like to have had the opportunity to do physics in this their second year.

26. Raw Data

27. PBL Induction

28. Static Electricity

29. PBL Workspace

30. IT Learning Centre

31. Purpose • Retention problem in Computing • Recommendations from Dept. of Education • Assist the 1st year “transition” • Dept. integrated student support units • Targeted academic support initiatives • ITLC addresses these recommendations

32. Types of academic support Weekly one-to-one tutorials Weekly small group tutorials One-off tutorials Drop-in support AP/Repeat modules Holiday Tutorials Revision/Review tutorials Assignment support Study Week revision “Exam Slam” Summer tutorials – preparation for autumn repeats

33. Tutors – they’re here to help! The IT Learning Centre is a computer lab designed to be a welcoming environment for learning. Students arrange classes, or drop-in for extra support.

34. Other Initiatives • Attendance tracking • Timely intervention • Contacting students that stop attending • Drop-in support and advice • Close integration with 1st year courses • Social events • Exit interviews

35. ITLC Impact • Utilised by over 50% of 1st years • Over one third of 2nd years • Mainly programming modules • Java • VB • JavaScript • Also maths, hardware and multimedia

36. ITLC Impact • Service is utilised by minority groups • International students • Mature students • Females • Withdrawal procedure introduced • Students get advice • Actively withdraw – positive experience

37. ITLC Impact • Impact on retention • In first full year of operation positive impact on first year retention in Level 7 computing courses • Increased retention rates by up to 50% • Variable impact over three years of operation with other factors such as semesterisation to be considered