Supporting Engineering Diploma student transition to University – mapping the curriculum and
matching staff-student expectations via a teacher fellowship scheme
Dr R. Trimble*, Dr A. Fell* and Mr D. Dixon**.
*Department of Computing Engineering and Technology,
Faculty of Applied Sciences,
University of Sunderland
**Tyne Metropolitan College
Coast Road Campus
Wallsend
Abstract
The project has focussed on increasing the awareness of university teaching staff in engineering of
the difficulties faced by diploma students when making the transition from Further Education (FE) to
Higher Education (HE). Working in conjunction with University of Sunderland academic staff a
Teacher Fellow, recruited from the FE sector, undertook a mapping of the BTEC Engineering Diploma
curriculum with that of year 1 (Stage 1) of the Sunderland engineering degree programmes. This
helped to highlight misalignment of the programmes’ content and provided an insight into
differences in the assessment regimes employed at each level. To explore student experience and
perceptions of the FE to HE transition, semi-structured interviews with focus-groups of volunteer
students were carried out. This enabled a deeper insight to be achieved of the student experience
and helped to inform recommendations on changes to content, assessment and support to enhance
the transition and promote student retention. The findings from the project indicated that while
curriculum misalignment might cause students some difficulty, the most significant factors in making
the FE-HE transition less traumatic for diploma students are fresher’s week activities that enable and
promote student-to-student and staff-to-student social interaction and bonding followed by
approachable tutors providing friendly academic support and encouragement.
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1.0 Background and rationale
The Engineering Advanced Diploma was introduced in 2008 and formed part of the educational
reforms for students aged 14-19. It is a 2 year qualification, mainly aimed at learners aged 16 and
over. The qualification, as with the BTEC National Diploma, offers a blend of practical and theoretical
learning enabling the learner to work in real or simulated industrial settings. The overall aim of the
project was to facilitate ‘seamless’ transfer of students with this profile of prior knowledge and
experience to the demands of studying in an HE environment.
The move from school or college to university is a huge challenge for students. A major aspect of this
is the differing ways in which students have been expected to learn at school/college and will be
expected to learn once at university. This may be further compounded for diploma students, BTEC
National Diploma and students from Advanced Diploma in Engineering, where university teaching
staff may assume a higher level of prior knowledge and understanding through lack of familiarity
with the diploma curriculum content.
The project initially centred on mapping the curricula of two qualifications, the BTEC National
Diploma and the Advanced Engineering Diploma against the curriculum for Stage 1 (first year) of the
engineering degree programmes at the University of Sunderland. The BTEC qualification is an
established Further Education (FE) programme widely used as an entry qualification into Higher
Education (HE) whereas the Advanced Diploma is a more recent, and by comparison, relatively
unknown quantity. To provide a more balanced and holistic view of the needs of engineering
diploma students’ transition to HE, it was felt necessary to look beyond the curriculum mapping and
investigate the overall student experience. Identifying students’ needs and expectations in this way
was expected to provide a more comprehensive approach to facilitating a seamless transfer for
diploma students.
Issues such as these were to be explored and addressed through the appointment of a Teacher
Fellow who had experience of both levels of qualifications and a detailed knowledge of the learning
and assessment styles employed within the diploma programmes. Access to this knowledge and
experience it was felt would enable University staff to enhance their understanding of incoming
diploma students’ prior understanding and their approach to learning. University teaching staff
would therefore be able to identify areas of potential difficulty for students and modify their
teaching methods and materials to better accommodate students’ prior knowledge and
expectations of studying in HE. In so doing, it was anticipated that the students’ learning experience,
satisfaction retention and progression rates would all be significantly improved.
2.0 Implementation
2.1 Appointment of a Teacher Fellow
The appointment of the Teacher Fellow (TF), Derek Dixon was made by Dr Alan Fell, Principal
Lecturer and Team Leader for Engineering in the Department of Computing, Engineering and
Technology at the University of Sunderland. At the time of writing Derek is a lecturer at Tyne
Metropolitan College (TyneMet) and has been employed by the College for nine years. Within that
time he has gained extensive experience of the teaching and assessment styles used within FE and
has an in depth knowledge of qualification content and structure through various curriculum
development roles. In line with the project proposal it was agreed between Tyne Metropolitan
College and the University of Sunderland that the TF would spend one day per week for 30 weeks at
the University to focus on the project. In addition to these weekly visits it was agreed that he spend
two separate full weeks at the University at times to be agreed once the project had commenced.
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2.2 Selecting the Diploma
As indicated above, one of the project’s outcomes was a curriculum mapping of both the BTEC
National Diploma (ND) in Engineering and the Advanced Diploma in Engineering with the Stage 1
curriculum of the engineering degrees at the University of Sunderland. However, a review of the
current regional FE engineering student population revealed that there was little, if any, uptake in
terms of the Advanced Diploma in Engineering. Indeed, schools in the immediate vicinity of TyneMet
had taken no students at all through this qualification and had no future plans to do so, possibly
because funding previously provided for this qualification by the local council had been withdrawn.
As a consequence, it was decided to focus instead on the BTEC National Diploma qualification and to
undertake the mapping exercise against this curriculum.
The nature and structure of the BTEC National Diploma programme is that it can be made up from a
maximum of 17 modules (if it is an extended diploma), 13 of which may be chosen as an option from
an extensive list. As a result, the mapping exercise undertaken was based upon the structure and
module list used at TyneMet for its own Diploma students as this was deemed to be representative
of the FE provision for the BTEC award.
2.3 Mapping of the BTEC National Diploma against the Stage 1 HE Programme
The mapping between the Stage 1 (level 4) modules of the degree programmes and the level 3
modules of the diploma was based on content and learning outcomes to provide a more reliable
measure. The exercise showed that some of the modules from Stage 1 of the degrees individually
provided alignment with more than one module from the diploma programme.
It is appropriate to provide a brief explanatory note on the background to the diploma Learning
Outcomes and how this affects the mapping exercise. Diploma module learning outcomes are
referenced as P, M or D. This stands for Pass, Merit or Distinction. There are several ‘Pass’ learning
outcomes for a unit, fewer ‘Merit’ outcomes and normally only two ‘Distinction’ outcomes and
typically follow a Bloom’s type ranking. They are usually labelled alpha-numerically e.g. from P1 to
P7. For a student to pass a module they must demonstrate the ability to meet all Pass outcomes. To
gain a Merit, they must meet all Pass outcomes and all Merit outcomes. To gain a Distinction for a
module they must meet all Pass, Merit and Distinction outcomes.
As can be seen from the curricula mapping document (Appendix 1) the Stage 1 degree modules
Design, Drawing and Practical Skills (EAT100), Manufacturing and Materials (EAT104) and
Engineering Applications of Information Technology (EAT116) have some significant alignment with
more than module within the diploma. This suggests a reasonable measure of alignment with the
content in the diploma modules and that students should find that the Stage 1 modules in these
areas have been adequately supported by the underpinning knowledge they have gained from the
diploma.
The modules Applied Mechanics (EAT103) and Electrical Principles EAT113 offer some lesser degree
of alignment and is limited to only one module within the diploma qualification. The Applied
Mechanics module has only partial alignment in terms of underpinning support from the diploma
module (Unit 5). Areas such as compound bars, torsion theory, pin jointed frames and simple
harmonic motion would be relatively new to a diploma student. Whereas further topics, such as
D’Alembert’s principle, are mapped across units and labelled at D1 for Unit 5, i.e. at the level of a
Distinction rather than at the level of a Pass. As such it would not be mandatory for a student to
achieve this learning outcome in order to pass the module. Consequently, part of the alignment will
depend upon the student’s level of attainment and subject selection.
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Partial alignment also extends to the Stage 1 module Thermodynamics (EAT106). The
thermodynamics module possibly offers the least alignment with the diploma modules which is a
concern since a technical module such as thermodynamics has no guaranteed foundation provided
by the diploma.
Other concerns are raised with regard to the alignment of Engineering Mathematics (MAT135) at
Stage 1 and the diploma module. At first sight the mapping here can appear relatively substantial
and across 2 modules – Mathematics and Further Mathematics. However, Unit 28 (Further
Mathematics) is an optional module that does not have to be included in the diploma for the student
to achieve the full award. As a result, individual institutions may choose not to select this module as
part of their programme structure. Tyne Metropolitan College does include this module and so
alignment is quite strong in this area. For other FE colleges this might not always be so and will be
dependent upon the institution. The absence of the Further Maths unit will significantly reduce the
underpinning support a diploma offers for students undertaking the Stage 1 Engineering
Mathematics module MAT135.
2.4 Student Perceptions and Expectations
An important area of the investigation was to determine the feelings, opinions and expectations of
current Stage 1 students. To this end semi-structured focus-groups were held with volunteer
students who were part of the Stage 1 cohort. To obtain a balanced perspective the groups were
arranged so that students who formed any single group came from various backgrounds with regard
to entry qualifications.
Three focus-groups were formed and anonymity was guaranteed to all who took part. Students were
assured that their opinions would not influence their marks or grades in any way. The same set of
questions was asked of each group, in no particular order, and for the purpose of analysis the
discussions were recorded and later transcribed.
The questions were based on establishing the background of the student, i.e. where they had
studied prior to entering HE and which entry qualification they held. Further questions provided the
opportunity for gaining feedback as to their progress and acclimatization. The semi-structured focusgroup approach provided the opportunity to prompt and probe further depths, should the
circumstance arise, to achieve deeper and richer data. This allowed questions to be asked in relation
to any areas of concern and about aspects of the students’ learning. The teaching and assessment
styles, and the differences in approach between the school/college and University and how students
felt they were supported by each of the two institutions were also explored.
As a measure of triangulation for the data gleaned from the focus group discussion it was thought
useful to observe the dynamic of the teaching and learning context of the Stage 1 cohort. The
process was only taken forward with the express consent of the tutor delivering the lecture and the
activity of the Teacher Fellow during the time spent in the classroom was purely passive and
observational.
The focus of all observations undertaken, there were 5 in total, was to cross reference points of note
taken from the focus-group discussion. As well as this it was felt it was worthwhile to take a view,
where possible, of the features which would assist the project:
 Teaching style
 Assessment techniques
 Student engagement
 Classroom management.
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It was felt advantageous for the Teacher Fellow to undertake some personal teaching of the Stage 1
cohort. For example, to assess observations made in relation to the impact of tutor behaviour upon
student engagement. After discussion with the module leader for the Stage 1 Mathematics Module
it was decided that the Teacher Fellow would deliver and assist in the assessment of one complete
topic within the module syllabus.
2.5 Assessment Differences
Whilst the mapping process may be rather mechanistic, based upon content and learning outcomes,
there is a crucial area which must be considered aside from this. The assessment technique at Stage
1 degree level is something which has distinct differences to that of the BTEC Diploma at Tyne
Metropolitan. The Diploma is assessed extensively through coursework and projects, which permit a
good deal of formative feedback to be provided before final submission and summative assessment.
This is falls within the remit of the teaching team and informed by guidance from BTEC. Summative
assessment through a phase test or end exam is also an option, but this is rarely used. In contrast,
undergraduate students at the University could expect to see a mix of assessment styles which
would include phase tests, or time constrained tests.
An A level entry student would be more comfortable with this type of assessment method as this is
something they have experienced at their previous institution and so study skills would have been
developed in line with this assessment style. This will typically not be the case for a learner who had
previously studied the BTEC Diploma at Tyne Metropolitan College, or indeed many other regional
FE institutions. As such this presents an issue for students attempting to negotiate their way through
Stage 1 of an undergraduate Engineering programme at the University of Sunderland.
2.6 Retention Data
To explore the belief that diploma students are at greater risk of leaving their degree programme
before achieving the full award, a review was undertaken of the recent retention patterns across all
engineering programmes at the University. The review looked at students who had left their degree
programme, for whatever reason, without achieving the full award. It should be noted that this
could never show conclusively that this was the case since there may have been some who had left
for personal rather than academic reasons. Whilst no statistical significance is claimed for, or implied
by, the data gathered for the review there was a higher incidence of diploma students withdrawing
before achieving a final award.
2.7 Themes from the Focus-Groups
Responses to the focus-group questions highlighted several key points and prompted further and
discussion. Each group had an open demeanour, all students responded positively to questioning
and all seemed at ease with one another. The focus-group sessions were all conducted early in the
academic year of Stage 1, around October/November.
Extracts from focus-group transcripts are used below to support observations made. To preserve
student anonymity and to provide differentiation of participants, each student is assigned a unique
alpha-numeric code. Students who had previously studied A Levels as an entry qualification were
assigned an ‘AL’ code and those who had previously studied a BTEC Diploma were designated ‘BD’.
The numerical part of the code simply identifies an individual within a particular group. The TF code
represents the Teacher Fellow.
2.7.1 Settling into University life
Settling into the University environment, often a pivotal part of the student progression process, and
for many of the students this was facilitated by the induction, or fresher’s week:
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AL2 – I obviously live with 6 people in my flat and go out with them, and I’ve got friends on the
course but we had an ice breaking session where we made a car in the first week which helped
everyone.
BD3 – I’ve settled in well. The university had a fresher’s week which was really important. I don’t
think I would have the group of friends I have now if I hadn’t done fresher’s week. We had to build a
beer powered car and my team performed well.
AL6 – Settled in all right. Induction was good.
AL5 – I’m fitting in well, college wise its mint. The induction was great, we formed a tight knit group
and we’re really good friends from that.
AL4 – I didn’t come to the fresher’s week and I found it tough initially. It’s good though cos there’s
peer pressure to come to the classes and do the work.
BD2 – Fresher’s week was the key. We were put into groups of 6 and the group has stuck together
really. Even now for a project we have at the minute, we all go to extra maths together and it’s really
helpful.
2.7.2 Assessment
In Section 2.5 it was suggested that the difference in assessment backgrounds and experiences of
students, primarily was of some concern. This is highlighted by the comments below in response to
the question “In your previous place of study what was the assessment method?”
AL2 – Exams/Practical coursework.
AL1 - All exam based
BD1 – All coursework and practical workshops. No exams.
2.7.3 Student Support
The open door policy offered by staff at the University also helps to provide a greater level of
comfort for new students and helps to promote student confidence to follow up any academic issues
without hesitation.
AL1 - If I struggle with the drawing session I can pop to his office and he will help me and it will just
be on screen in his office. I missed a session one week and caught up really quickly as I could just call
in to his office to catch up – in his own time.
AL2 – I think at College you had a lot more time with your tutor. I was quite shocked at the amount of
hours you do at University but then I found out some of my friends do a lot less, so I think we get to
see our tutors quite a lot and get help.
BD1 – It’s nearly the same as the teachers are very helpful, if I have a problem I can go and see any of
the lecturers or e mail them. They are very friendly approachable and friendly.
AL5 – In my old college there were only certain teachers you could only approach some teachers
some of the time, it wasn’t always easy. Here, I think there’s lots of support, but it’s up to you to go
and find it. It’s an open offer sometimes but you’ve got to be pro-active. I like the way you can call
them by their first name and it’s more relaxed – more personal. You discuss things in a level way.
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AL6 – All the teachers [at school/college] used to do extra lessons, but sometimes it felt more
awkward as you saw the teachers all the time. Seeing them that bit more felt a bit weird. Here it’s
easier, as you don’t see the lecturers as much so it seems ok to see them a bit extra.
BD3 – I think lecturers here are more approachable than at college. College was more coursework
based and the only tests I did were in Maths, so the lecturers didn’t really need to give any extra
support. I think it’s better here – if you’re too scared to speak in front of the class you can e mail or
go down to the pod [staff room cluster] and they’ll help. Also the extra maths, its timetabled and it
really helps us.
2.8 Observation of Teaching Practice in HE
Observation of tutors and students ‘in action’ was undertaken in order to observe the classroom
dynamic between staff and students and to assess differences in the staff-student relationship
between FE and HE. The observation of classroom practice comprised 5 sessions which were
scheduled in line with TF attendance at the University of Sunderland as part of the Project. This
made some of the observations difficult to schedule and meant that not all staff delivering Stage 1
modules of the programme could be observed.
Comments made within the student focus-groups can be correlated with some observations made
within the teaching sessions. Where students had questioned the value of a particular module and
why they were required to attend and study it, classroom engagement was low across the cohort. It
could also be seen that attendance was not at a maximum and that some students were ‘opting out’.
This was not a common theme, attendance and timekeeping appeared to be more consistent in
other observed sessions. This was especially the case where the session was judged by students
through the feedback obtained from the focus-groups as being ‘of value’.
A structured teaching session with delivery, activity and then review positively engaged students at a
higher degree and instilled a session with pace and obvious achievement of learning outcomes.
Teaching sessions where time keeping was not strictly observed and the structure slightly more
relaxed led to a more sedate pace in achievement of learning outcomes for some of the student
group.
Student engagement increased when the opportunity to apply some of the theory within the taught
session. Within the observed classroom sessions, students sat together in similar peer groups to
those observed within other sessions. The peer group appeared to have some significant impact in
promoting class discussion.
The importance of the open door policy became more apparent when it was noted that one or two
students were struggling with a particular problem or concept yet seemed reluctant to ask a
question in front of a wider audience. If the opportunity for further clarification had not been
available through the open door policy then the lack of understanding may have become more
problematic.
3.0 Impact
3.1 Collaboration
The project has provided an opportunity to establish an enhanced and meaningful dialogue between
staff in the engineering departments at the University of Sunderland and Tyne Metropolitan College.
In so doing this has achieved one of the project aims, i.e. to “firmly establish links with local schools
and colleges in STEM subjects”. Prior to undertaking the STEM project the University had, had no
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collaborative partnership with the College in the area of engineering. However, during the term of
the project a Foundation degree (FdSc) was jointly developed by staff at the College and the
University in the STEM area of Powering Engineering. The programme will be offered by the
University through Tyne Metropolitan College and in the process of doing so it is expected that this
new engineering link will help to develop stronger working relationships between engineering staff
at each institution. The opportunity which the FdSc affords also provides significant opportunity for
both the University and the College to engage more deeply in working with industrial partners to
provide higher education for young people in full time paid employment. Though the foundation
degree was not an outcome from the Project, its joint development was facilitated by the enhanced
dialogue between College and University which the Project had precipitated.
3.2 Areas of Good Practice
Interviews held with the student focus-groups indicated areas of concerns for diploma students and
confirmed areas of good practice. For example, the value of the induction week activities and the
opportunity which these provided for students to initiate and develop working relationships, not
only with peers but with staff as well. The value of these lasted beyond the induction period and
helped support students through the, often traumatic, first term and throughout the academic year.
Support groups formed during Induction week are of clear value to students and help to ease not
only their transition into, but their progression through, HE.
3.3 Early Student Withdrawal
The review undertaken of the recent retention patterns across the University’s engineering
programmes has suggested that diploma students entering HE undergraduate programmes in
engineering may be at greater risk of early withdrawal than A level students and so may need extra
support.
The gaps highlighted between the engineering curricula at FE and HE through the mapping exercise
will be addressed in the University’s Engineering subject review to be undertaken in the academic
year 2012/13. In addition, assessment methods employed within the BTEC Diploma and Stage 1 of
the undergraduate programme show some significant differences and will also be explored and,
where professional accreditation permits, addressed in the same subject review. The action plan
contained within Appendix 2 reflects some of the detail within that issue.
4.0 Sustainability
Throughout the project lifetime the institutional bonds between Tyne Metropolitan College and the
University of Sunderland in the area of engineering have become significantly stronger, across all
levels of staff. The development of the Foundation Degree in Power Engineering mentioned above
provides significant opportunity for further collaboration and opportunities to discuss, apply and
develop the findings from the project.
The enhanced relationship has also presented the opportunity for a member of University staff to
visit the College to speak to diploma students there to raise their awareness of Engineering in HE;
not simply at the University of Sunderland but across the sector.
The action plan developed in line with the project outputs allows sustainability for the output from
the project to be rolled out across the sector to encourage other HE institutions to develop a more
supportive approach for diploma students and to establish working relationships with local FE
institutions.
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5.0 Changes as a Consequence of the Project
5.1 Entry Qualifications
The current Stage 1 delivery of all three undergraduate programmes is one that is robust and
reflects common requirements expected of a graduate across all three of the disciplines of
Mechanical, Electrical/Electronic and Automotive engineering. The University has currently set the
entry level for applicants to the B.Eng (Hons) suite of programmes at 260 UCAS points. It is
recommended that for students with a Diploma as their entry qualification this should ideally include
an appropriate grade in the Further Maths module, and also another analytical module, e.g.
Mechanical Principles or Electrical Principles. The recommendation would be for a grade of Merit or
higher.
5.2 Modules
The diploma reviewed has few options to provide support in Thermodynamics and as such this topic
is relatively new to many progressing students as they begin their Stage 1 studies. Currently there
exists timetabled support sessions for Mathematics throughout Stage 1. Some consideration will be
given to extend this structured support to include thermodynamics, or alternatively, an
amalgamation of the Stage 1 analytical modules, Applied Mechanics, Electrical Principles and
Thermodynamics to ease the transfer from HFE to HE.
During the semi-structured focus-groups some students questioned the application and currency of
IT based modules and some of the Electrical Principles module. The currency and relevance of each
within the modern engineering environment is without question. The root of such comments may lie
with the contextualisation of the theory within these modules and how it applies in the modern
engineering world. Utilising and discussing up to date software packages, to show how they
integrate into an engineering scenario provides context and should enhance the student focus.
5.3 Assessment
Reviewing the expectations of progressing learners has been a positive feature of the project and is
expected to improve the study and assessment skills of diploma students progressing from FE into,
and through, HE. As discussed, the assessment technique employed by FE colleges in delivering the
diploma is predominantly through coursework with few, if any time constrained tests being used.
However, throughout the undergraduate programme, the opposite is true. A broad mix of
assessment techniques is used which includes coursework, exams, time constrained tests, and
computer based assessment/tests. This style of assessment is more reflective of the engineering
world and represents the requirements of the professional institutions and so must be
accommodated. As a result, to assist in managing and meeting student expectations it may be
appropriate to introduce an element of time constrained tests for diploma students whilst at college.
In addition to preparing diploma students for assessment at HE level it would also help to develop
self-reliance and develop independent learning skills. This is a recommendation made in the action
plan (Appendix 2) that will be taken forward at Tyne Metropolitan College and should be considered
by other diploma delivering institutions.
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5.4 Inter-Institution Peer Observation
Alongside the proposed change to the assessment strategy within the FE colleges, implementation
of a peer observation group might be advantageous. This may include a volunteer group of delivery
staff from Stage 1 and a similar group of staff from the diploma delivery team. Observing others’
practice whilst teaching in a different environment may provide useful Continuing Professional
Development (CPD) for staff and should offer an insight into the tutor-student dynamic at a different
level. This would offer the opportunity for reflection, informed change and an increased awareness
of students’ pre-HE learning experience which should benefit all concerned.
6.0 Summary Statement in Conclusion
The project provided some interesting insights into the concerns and challenges faced by first year
engineering degree students from both diploma and ‘A’ level backgrounds. In so doing it has helped
to generate greater staff empathy with students’ needs and an improved understanding of how
these needs might be met.
The initial focus of the project centred upon mapping of the curricula of the engineering diplomas to
that of the first year degree. However, not long after the project began it became very clear that a
smooth transition into HE depended as much, if not more, on students’ having the opportunity to
bond, and socially interact (Boyle et al, 2011), not only with peers but with staff to establish more
useful working/social relationships. While students’ appreciated University staff being approachable
and helpful many also preferred to have (required even?) a set of ‘ground rules’ and a clear
understanding of teaching staffs’ expectations for them to engage more positively with their
learning. Such attributes and behaviour are very clearly generalisable and transferable to all HE
institutions across the sector. Conversely, since it is unlikely that any two HEI first year engineering
syllabuses are identical and given the number of available modules that might constitute an
engineering diploma, curriculum mapping needs to be undertaken at an institutional level to
determine any worrying misalignment. In so doing it is paramount to recognise that ‘curriculum’
needs to take account not only of syllabus content but of the assessment strategy employed.
Whenever possible a sympathetic approach to the transition from continual assessment to year end
final examinations should be applied. HEIs need to give careful consideration to the level of
mathematics required for year 1 engineering degree study and compare this with that attainable by
students during their diploma studies. If any apparent misalignment is discovered then the HEI
needs to decide whether this can be addressed after the student enters HE or, whether it needs to
be addressed during the diploma studies and make the Further Mathematics part of the required
entry criteria.
References
http://www.edexcel.com/quals/nationals10/eng/Pages/default.aspx
Accessed 10/11/2012
Boyle, A., Donbavand, S., Stephenson, M., Allison, S., Archibald, K., Smales, K., Hopkins, C. and
Wysocki, L. (2011) Good practice in student retention: an examination of the effects of student
integration on non-completion, The University of Sunderland.
Available at <URL http://www.heacademy.ac.uk/assets/documents/what-works-studentretention/Sunderland_What_Works_Final_Report.pdf
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HE STEM Engineering Project Outputs
1. Curriculum matching document for Stage 1 Engineering modules – (Appendix 1)
2. Production of a report on how best to ease school/college university transition
concentrating on the following areas;
a. Changes which can be made to course delivery, to reflect students prior knowledge
and understanding gained from their BTEC National Diploma
b. How best to manage student expectations regarding learning teaching and
assessment
c. Action plan detailing changes to be made and how to monitor impact of the changes
d. A short account for wider dissemination on the project experiences, highlighting
good practice and recommendations for these and further actions which can be
replicated by other institutions.
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Appendices
Appendix 1 - Curriculum mapping document
Appendix 2 - Action plan
Appendix 3 - A Short Account for Wider Dissemination
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Appendix 1- Curriculum mapping document
Module
Code
Module
Descriptor
EAT 100
Design, Drawing
and Practical
Skills
Indicative content
Learning Outcomes
Engineering drawing to relevant ISO standards, the use
of views, sections, dimensions and tolerances.
Arrangement, detail and assembly drawings, parts lists.
The use of a 2D CAD program to include the following: Draw, copy, move, rotate, scale and mirror features and
collections of features; Delete, extend and trim
features. Use layers and appropriate line types. Use
cells or blocks to establish a library of commonly used
symbols or components. Produce a series of standard
sized drawing borders.
Upon successful completion
of this module, students will
have demonstrated
understanding of
The 'design process' will be explained. Students will be
introduced to; techniques for problem identification
and specification writing (e.g. Objective Tree and
Quality Function Deployment); structured design
methodologies for the generation of ideas (e.g.
Morphological Analysis, Synectics, Brainstorming etc.),
and the selection of concept designs using systematic
evaluation techniques (including the Weighted
Objectives Method)
Students will be instructed in workshop safety and will
a) The principal
requirements of the relevant
ISO drawing standards,
listed in PD308:1996, as
applied to mechanical
draughting.
b) A 2D computer aided
design program
c)Structured design
methodologies
d) Basic workshop practices
and safety in the workshop
and laboratory
Corresponding
Module (Diploma
L3)
Associated
Outcomes
Unit
3
Engineering
Project.
-
U3 P1,P2,P3,P4,P5,P6,
P7,P8
Unit
8
Engineering
Design
-
U8 P5,P6,P7,M2,M3,D2
Unit
Engineering
Drawing
Technicians
16
U16 P1,P4,P5,P6,P8
for
Unit
17
Computer Aided
draughting
in
Engineering
U17 - P3,P4,P5,P7
14
practice basic production processes appropriate to
their discipline, so that they will have an appreciation of
the
'process capabilities' of various basic
manufacturing processes.
Students will undertake a 'design and build group
project' to reinforce, by application, knowledge and
skills developed in other modules and to learn how to
work in multi-disciplinary teams to design and produce
an artefact that requires a range of engineering skills.
Such skills will include electrical, automotive and
mechanical analysis and which might typically involve
electric motor power output and torque calculations,
beam analysis, effects of gear ratios, bodywork design
and electronic circuits.
e) Simple machine elements
f) Dimensional tolerancing
And the ability to;
g) Interpret an engineering
drawing and produce simple
sketches
h) Produce engineering
drawings that conform to the
relevant British Standards
using a 2D CAD program.
i) Apply a structured design
approach to solve an
engineering problem
j) Use engineering
knowledge to produce a
solution to an
engineering problem
k) Use an appropriate range
of workshop skills to
produce an artefact
l) Work in a multidisciplinary
group
15
Module
Code
Module Descriptor
Indicative content
This module introduces the student to the mechanical
engineering discipline of applied mechanics. It
introduces the idea of mathematical models as a basis
for solving engineering problems and allows the
student to apply the appropriate techniques for
modelling and analysing engineering problems. Topics
to be studied are:
• Dimensions and units (basic and derived).
• Identification of force, types of force (gravity, friction,
external and internal), systems of force (concurrent,
coplanar, two and three dimensions).
EAT 103
Applied Mechanics
• Resolution of a two-dimensional force into
components; resultant of a two-dimensional concurrent
force system. Moments of a force, the couple and
torque.
• Static equilibrium of particles under two-dimensional
loading. The "free body" principle applied to solids.
• Forms of uniform motion, both linear and angular.
Newton`s laws of motion and their application to plane
motion. Relationships for uniform linear, angular and
rotational motion.
• Definitions and review of work, energy and power.
• General plane motion of rigid bodies and the analysis
of interconnected systems of rigid bodies involving
both linear and angular motion.
• D`Alembert`s reversed effective force principle and
Learning Outcomes
Upon successful
completion of this
module, students will
have demonstrated:
a) An understanding of
the fundamental
concepts, laws and
analytic methods for the
solution of applied
mechanics problems.
b) Proficiency in the use
of mechanical
technology, and the
ability to evaluate and
appraise the results of
practical experiments.
c) The ability to analyse
basic applied mechanics
systems models and
predict the behaviour of a
component due to the
effect of external
influences.
d) The ability to use a
spreadsheet package to
assist in the analysis and
presentation of various
engineering problems.
Corresponding
Module (Diploma
L3)
Unit
5
Mechanical
Principles
and
Applications
Associated
Outcomes
U5 -P1, P2, P3, P4,
M1, M2, D1
16
dynamic equilibrium of mechanical systems.
• Application of momentum to impacting bodies,
impulse, the coefficient of restitution and energy loss
during impact.
• Introduction to simple harmonic motion; typical
systems exhibiting simple harmonic motion.
• Friction power transmission systems.
• Elastic properties of materials. Direct stress and strain
in structures and components of simple section.
• Development of properties of section; second moment
of area of simple and built-up sections; moment of
inertia.
• Bending and torsion theory applied to elastic
structures.
• Analysis of the stresses and strains in pin-jointed
frames, simple beams and thin cylinders.
• Introduction to statically indeterminate systems;
compound bars.
17
Module
Code
Module
Descriptor
Indicative content
Introduction to fundamental manufacturing
methods used in engineering industries.
On completion of this module the
student should be able to:-
Engineering materials and their processing related properties.
a) Appreciate the shaping methods
used in modern manufacturing
Factors influencing manufacturing process
selection, e.g. environmental considerations,
sustainability.
b) Understand the behaviour of the
main classes of engineering materials
and their processing- related
properties
Introduction to systems and organisation in
a range of manufacturing industries.
Fundamentals of economic considerations,
environmental issues and product costing.
EAT 104
Manufacturing
and Materials
Learning Outcomes
Principles of quality control methods.
c) Select the most appropriate
manufacturing process for a particular
component.
d) Appreciate modern manufacturing
systems and organisation
e) Undertake a costing analysis for a
range of product types.
f) Apply the basic principles of quality
control
Corresponding
Module (Diploma
L3)
Associated
Outcomes
Unit 8 Engineering
Design
U8 - P4
Unit 10 Properties and
applications of
Engineering
Materials
U10 -P1, P2, P3, P4,
M1, D1
Unit 19 Mechanical
Measurement
and Inspection
Techniques.
U19 -P8, P9, M3
Unit 21 Engineering
Secondary and
Finishing
Techniques.
U21 -P1, P2, P3, P4,
P5, P6, P7, P8, M1,
M2, M3, D1, D2.
18
Module
Code
Module Descriptor
Indicative content
(a) Thermodynamics:
Introduction to Thermodynamics
(importance of thermodynamics,
basic definitions of
thermodynamic systems,
thermodynamics properties,
temperature, pressure, ideal gas
law, heat capacity). Heat and
Work. Pure Substances. First Law
of Thermodynamics and its
Applications. Introduction to the
Second Law of Thermodynamics.
Learning Outcomes
On completion of this module, the student should
be able to:
a) Demonstrate understanding of the basic
characteristics of thermodynamic systems.
b) Differentiate between different
thermodynamics systems.
c) Calculate boundary work.
d) Use the steam tables.
e) Demonstrate understanding of the First Law of
thermodynamics.
(b) Fluid Mechanics:
EAT 106
Thermodynamics
and Fluid
Mechanics
Introduction to Fluid Mechanics.
Fluid Statics and Relative
Equilibrium. Fluid Dynamics:
Conservation of mass, momentum
and energy. Dimensional Analysis.
f) Apply the first law of thermodynamics to open
and closed systems.
g) Demonstrate understanding of the basic
principles of the Second Law of thermodynamics
h) Calculate pressure variation at different
elevations inside static fluids and fluids in
relative equilibrium.
i) Demonstrate understanding of the basic fluid
flow conservation equations, i.e.; continuity,
momentum, and conservation equations
j) Apply the continuity, momentum and energy
(the modified Bernoulli) equations to uniform,
incompressible and one dimensional fluid flows.
Corresponding
Module (Diploma
L3)
Unit 5 Mechanical
Principles and
Applications
Associated
Outcomes
U5 - P6, P7, P8, P9,
M3, D2
19
Module
Code
Module Descriptor
Electrical
Principles
EAT 113
Indicative content
Learning Outcomes
The module introduces electrical and
electronic concepts to students who may
have little or no knowledge of the subject.
Initially, there is an emphasis on electrical
properties, components, their identification,
connection and safety concerns.
Upon successful completion
of this module, students will
have demonstrated:
The basic laws of electrical theory are
developed for DC and AC circuits.
Electronic technology is investigated for
simple analogue and digital circuits. It
investigates in a mostly qualitative way the
main elements of power system distribution
and electrical machine operation and
control.
The Problem Based Learning approach
integrates electrical and electronic concepts
and the module is concluded with case
studies of simple systems from automotive
and control systems.
a) An understanding of
electrical & electronic laws
and devices
b) A knowledge of electrical
safety requirements
c) The ability to analyse
simple circuits
d) Confidence in selection of
electrical & electronic
components
Corresponding
Module (Diploma L3)
Unit 6 : - Electrical
and Electronic
Principles
Associated Outcomes
U6 P1,P2,P3,P4,P5,P6,P7,P8,
P9,P10,P11,
M1, M2, M3, D1, D2
20
Module
Code
EAT 116
Module Descriptor
Engineering
Applications of
Information
Technology
Indicative content
Learning Outcomes
An introduction to the University’s
electronic database. This will include the
use of the Athens network and British
Standards. The structure, content, and style
of technical reports. Referencing. Using a
word processor to write a technical report
including embedded diagrams.
Upon successful completion
of this module, students will:
The use of a spreadsheet program to carry
out basic engineering calculations,
including the use of goal seek and look up
tables. Curve fitting and presenting
graphical results. Examples will be drawn
from both electrical and mechanical
engineering.
a) Know how to write a
technical report using the
University’s electronic
systems to research
academic papers and British
standards and a wordprocessing program to
produce the report.
b) Understand how to use
reference materials within a
technical report.
c) Ability to use a
spreadsheet programme to
carry out and present the
results from basic
engineering analysis.
Corresponding
Module (Diploma L3)
Associated Outcomes
Unit 2 Communications for
Engineering
Technicians
U2 - , P6, P7, M1, M2, M3,
D1, D2
Unit 8 - Engineering
Design
U8 - P6, M2
Unit 3 - Engineering
Project
U3 - P1, P10, M1, M4.
21
Module
Code
Module
Descriptor
Indicative content
Basic numeracy: rational numbers, real
numbers and complex numbers.
Algebraic manipulation: laws of algebra,
brackets and factorization, indices, logarithms.
Equations: simultaneous and quadratic
equations.
Elementary trigonometry: basic definitions.
Differential calculus: standard functions, rules
for differentiation, partial differentiation.
MAT 135
Integral calculus: basic definition, use of
integration by parts, partial fraction.
Engineering
Mathematics
Differential equations: solution of first and
second order differential equations.
Matrix algebra: simple manipulation,
determinants, inverse, eigenvalues and
eigenvectors.
Vector algebra: basic operations, dot and
cross product.
Learning Outcomes
Corresponding
Module (Diploma L3)
Upon successful completion
on this module, the student
will have demonstrated an:
Unit 4 - Mathematics
for Engineering
Technicians
a) understanding of the
basic rules governing
numerical and algebraic
manipulation
b) understanding of basic
methods of calculus
c) understanding of methods
to solve differential
equations
d) understanding of matrix
algebra
e) understanding of basic
vector algebra
Associated Outcomes
U4 - P1, P10, D1, D2
22
Appendix 2- Action Plan
Action
Revise and amend
assessment procedures on
Diploma programme at
Tyne Metropolitan College
to provide closer alignment
with those at the University
of Sunderland and other
HEIs
Person
responsible
Teacher Fellow
BTEC Diploma
delivery team
Closer collaboration
engineering teaching staff
at TyneMet and UoS.
Discussion of delivery and
assessment practices at
each institution and
possibly observation of
teaching practice.
University
Engineering
Team Leader
Entry qualification for
Diploma students revised to
include Further Maths and
also either Mechanical or
Electrical Principles at the
level of Merit or above.
University
Engineering
Team.
Thermodynamics/ Electrical
Principles/Mechanical
Principles: Consider the
option of offering summer
school or early Semester
bridging programme for
Diploma students and/or
provide additional
timetabled support
throughout the first
academic year.
University
Engineering
Team.
Teacher Fellow
Intended impact
Date for
review
Dec 2012
Feb 2012
Completion
date
June 2012
Improved
knowledge and
understanding of
practices by staff
at each
Jan 2013
June 2013
Better prepare
Diploma students
for HE and in so
doing improve
retention and
progression rates
for Diploma entry
students.
Better support for
Diploma students
in HE to Improve
retention and
progression rates
for Diploma entry
students.
Jan 2013
June2013 and
Ongoing
Jan 2013
June2013 and
Ongoing
Improve study
and assessment
skills of students
TyneMet to
better prepare
diploma students
for study at HE
Level.
23
24
Appendix 3
Supporting Engineering Diploma student transition to University – mapping the curriculum
and matching staff-student expectations via a teacher fellowship scheme
A Short Account for Wider Dissemination
25
TF028: Supporting Engineering Diploma student transition to University – mapping the curriculum
and matching staff-student expectations via a teacher fellowship scheme
A Short Account for Wider Dissemination
Dr R. Trimble*, Dr A. Fell* and Mr D. Dixon**.
*Department of Computing Engineering and Technology,
Faculty of Applied Sciences,
University of Sunderland
**Tyne Metropolitan College
Coast Road Campus
Wallsend
1. Introduction and Background
The project focussed on increasing the awareness of university teaching staff in engineering of the
difficulties faced by BTEC Engineering National Diploma students when making the transition from
Further Education (FE) to Higher Education (HE). Working in conjunction with University of
Sunderland academic staff, a part time Teacher Fellow, recruited from the FE sector, (Tyne
Metropolitan College) undertook a mapping of the Engineering National Diploma (Level 3)
curriculum against that of year 1 (Level 4) of the Sunderland engineering degree programmes. This
was to highlight misalignment of each programme’s content and provided an insight into differences
in the assessment regimes employed at each level.
The nature and structure of the BTEC National Diploma programme is that it can be made up from a
maximum of 17 modules (if it is an extended diploma), 13 of which may be chosen as an option from
an extensive list. As a result, the mapping exercise undertaken was based upon the structure and
module list used at TyneMet for its own Diploma students as this was deemed to be representative
of the FE provision for the BTEC award.
To provide a more balanced and holistic view of the needs the diploma students’ transition to HE, it
was felt necessary to look beyond the curriculum mapping and investigate the overall student
experience. Identifying students’ needs and expectations in this way was expected to provide a more
comprehensive approach to facilitating a seamless transition for diploma students into HE. This was
explored through semi-structured interviews with focus-groups of volunteer students studying at
Level 4.
2. Mapping of the BTEC National Diploma against the Stage 1 HE Programme
The mapping between the Stage 1 (level 4) modules of the degree programmes and the level 3
modules of the diploma was based on both content and learning outcomes. The exercise showed
that some of the modules from Stage 1 of the degrees individually provided alignment with more
than one module from the Diploma programme. It is worth noting that
the National Diploma module learning outcomes are referenced as P, M or D which stands for Pass,
Merit or Distinction, respectively. There are several ‘Pass’ learning outcomes for a unit, fewer ‘Merit’
outcomes and normally only two ‘Distinction’ outcomes which typically follow a Bloom’s type
26
ranking. They are usually labelled alpha-numerically e.g. from P1 to P7. For a student simply to pass
a particular module they must demonstrate the ability to meet all of the Pass outcomes. To gain a
Merit, they must meet all Pass outcomes plus all of the Merit outcomes. To gain a Distinction they
must meet all Pass, Merit and Distinction outcomes.
The curricula mapping exercise showed some significant alignment in generic modules such as
Engineering Drawing, Manufacturing, Materials and Applications of Information Technology.
Modules with a subject specific focus such as Applied Mechanics and Electrical Principles offered
lesser alignment between diploma and degree and this was limited to only one module within the
diploma qualification. It was also found that some topics were only at the learning outcome level of
Distinction. As such it would not be mandatory to achieve this learning outcome in order to pass the
module and so alignment becomes dependent on the individual student’s level of attainment and
subject selection. This raised cause for concern since some university analytical modules would
therefore have no guaranteed foundation provided by the diploma.
Another concern was observed with alignment of Engineering Mathematics. Initially the mapping
here appeared appropriate and was provided by two modules at Diploma level – Mathematics and
Further Mathematics. However, the Further Mathematics module is optional and so does not have
to be included in the diet of modules a diploma student needs to study in order to achieve the full
award. As a consequence, some colleges may choose not to select this module as part of their
programme.
3. Student Experience, Perceptions and Expectations
A significant area of the investigation was to determine the feelings, opinions and expectations of
the current Stage 1 students. Semi-structured focus groups were used with volunteer students who
were part of the Stage 1 cohort. To obtain a balanced perspective the groups were arranged so that
students who formed any one group came from a varied background with regard to entry
qualifications. Prior to the discussions, assurances were given to all participants that their anonymity
was guaranteed and that taking part would not influence their marks or grades in any way. The
same set of questions was asked of each group, in no particular order. The focus-group sessions
were all conducted early in the academic year of Stage 1 and the responses obtained raised several
key points:
Examples of extracts from focus-group transcripts are used below to support observations made. To
preserve student anonymity and to provide differentiation of participants, each student is assigned a
unique alpha-numeric code. Students who had previously studied A Levels as an entry qualification
were assigned an ‘AL’ code and those who had previously studied a BTEC Diploma were designated
as ‘BD’.
3.1 Settling into University life
Settling into University, often a pivotal part of the student progression process, and for many of the
students is facilitated by the induction, or fresher’s week:
BD3 – I’ve settled in well. The university had a fresher’s week which was really important. I don’t
think I would have the group of friends I have now if I hadn’t done fresher’s week. We had to build a
beer powered car and my team performed well.
AL5 – I’m fitting in well, college wise its mint. The induction was great, we formed a tight knit group
and we’re really good friends from that.
27
3.2 Assessment
A review was undertaken of the assessment regimes employed across both the diploma and the
degree programmes. The BTEC Diploma studied is assessed extensively through coursework and
projects enabling significant formative feedback to be provided before final submission and
summative assessment. Summative assessment through a phase test or end exam is also available as
an assessment tool, but that option is rarely exercised at the College. In contrast, Stage 2 students at
the University see a mix of assessment styles which includes a number of time constrained tests. By
contrast an A level student would typically be more accustomed to this type of assessment. This, it
felt was felt may present an issue for any diploma entry student at Stage 1 of an Engineering
programme at any UK university and was explored during the focus-group discussions. The following
sample responses to the question “In your previous place of study what was the assessment
method?” support this concern.
AL2 – Exams/Practical coursework.
AL1 - All exam based
BD1 – All coursework and practical workshops. No exams.
3.3 Student Support
Student support, both academic and pastoral, is seen by most as an essential element of student life.
The project team were keen to explore perceptions of any differences between the support
available at college and at University. The following are sample responses to the question “How well
supported do you feel here? Comparing differences between College/6th form and here at the
University?”
AL5 – In my old college there were only certain teachers, you could only approach some teachers
some of the time, it wasn’t always easy. Here, I think there’s lots of support, but it’s up to you to go
and find it. It’s an open offer sometimes but you’ve got to be pro-active. I like the way you can call
them by their first name and it’s more relaxed – more personal. You discuss things in a level way.
BD3 – I think lecturers here are more approachable than at college. College was more coursework
based and the only tests I did were in Maths, so the lecturers didn’t really need to give any extra
support. I think it’s better here – if you’re too scared to speak in front of the class you can e mail or
go down to the pod [staff room cluster] and they’ll help. Also the extra maths, its timetabled and it
really helps us.
In summary the focus-group discussions showed that the most significant influence upon the ‘new
student’ experience was found to the induction period activities. Formally ‘timetabled’ activities
such as these help to promote the establishment of stronger student-student and student-staff
relationships which help to generate feelings of support throughout the first year of study, see also
Boyle, et al (2011). This subsequently helps students if they subsequently need to seek additional
help as staff are perceived as being more approachable and more likely to provide help freely.
Perhaps of lesser importance yet still an issue is the difference in approach to assessment. While this
may be addressed to some extent in the first year of their degree, students would be better
prepared and more confident had they experienced a similar regime in during their FE experience.
4. Observation of Teaching Practice in HE
To provide a measure of triangulation for the data gleaned from the focus group discussions, a series
of in-class observations (5 in total) of the teaching context of the Stage 1 cohort were undertaken by
the Teacher Fellow. The purpose of the observations was to assess any differences in the staffstudent relationship between FE and HE and to focus on points of note made during the focus-group
28
discussions. The Teacher Fellow also undertook some personal teaching of the Stage 1 cohort to
further examine the effects of the staff student classroom dynamic.
Comments made within the student focus-groups can be correlated with some observations made
within the teaching sessions. Where students had questioned the value of a particular module,
classroom engagement was low across the cohort. It could also be seen that attendance was not at a
maximum in these sessions and some students were ‘opting out’. This was not a common theme as
attendance and timekeeping appeared to be more consistent in the other observed sessions and in
particular where students judged the modules being ‘of value’. A structured teaching session with
delivery, activity and then review positively engaged students at a more significant level. Teaching
sessions in which student time keeping was not strictly enforced and the structure a little more
relaxed appeared to lead a lower level of student engagement and reduced rate in achieving the
learning outcomes for some of the student group. Student engagement increased when the
opportunity to apply some of the theory within the taught session.
Within the observed classroom sessions, students sat together in similar peer groups to those
observed within other sessions. The peer group appeared to have some significant impact in
promoting class discussion.
The importance of the open door policy became more apparent when it was noted that one or two
students were struggling with a particular problem or concept yet seemed reluctant to ask a
question in front of a wider audience. If the opportunity for further clarification had not been
available through the open door policy then the lack of understanding may have become more
problematic.
5 Retention Data
To explore the suggestion that diploma students are at greater risk of leaving their degree
programme before achieving the full award, a review was undertaken of the recent retention
patterns across all engineering programmes at the University. The review looked at all students who
had left their degree programme early, without achieving the full award. No statistical significance is
claimed for the results of the analysis since the reasons for withdrawal could not explored. However,
in the data available there was a suggestion of a higher incidence among diploma students
withdrawing before achieving their final award.
6 Impact
6.1 Areas of Good Practice
The interviews held with the student focus-groups indicated areas of concerns for diploma students
and confirmed areas of good practice. For example, the value of the induction week activities and
the opportunity which these provided for students to initiate and develop working relationships, not
only with peers but with staff as well. The value of these lasted beyond the induction period and
helped support students through the, often traumatic, first term and throughout the academic year.
Support groups formed during Induction week are of clear value to students and help to ease not
only their transition into, but their progression through, HE.
6.2 Early Student Withdrawal
The review undertaken of the recent retention patterns across the University’s engineering
programmes has suggested that diploma students entering HE undergraduate programmes in
29
engineering may be at greater risk of early withdrawal than A level students and so may need extra
support.
6.2 Engineering Curriculum
The gaps highlighted between the engineering curricula at FE and HE through the mapping exercise
will be addressed in the University’s Engineering subject review to be undertaken in the academic
year 2012/13. In addition, assessment methods employed within the BTEC Diploma and Stage 1 of
the undergraduate programme offer some significant differences and will also be explored and,
where professional accreditation permits, addressed in the same subject review.
7.0 Sustainability
The project has provided an opportunity to establish enhanced and meaningful dialogue between
staff in the engineering departments at the University of Sunderland and Tyne Metropolitan College.
In so doing it has achieved one of the project aims, i.e. to “firmly establish links with local schools
and colleges in STEM subjects”. Prior to undertaking the STEM project the University had had no
collaborative partnership with the College in the area of engineering. However, during the term of
the project a Foundation degree (FdSc) was jointly developed in the STEM area of Powering
Engineering. The programme will be offered by the University through Tyne Metropolitan College
and in the process of doing so it is expected that this new engineering link will help to develop
stronger working relationships between engineering staff at each institution. The opportunity which
the FdSc affords also provides significant opportunity for both the University and the College to
engage more deeply in working with industrial partners to provide higher education for young
people in full time paid employment. Though the foundation degree was not an outcome from the
Project, its joint development was facilitated by the enhanced dialogue between College and
University which the Project precipitated.
The enhanced relationship presented the opportunity for a member of University staff to visit the
College to speak to diploma students there to raise their awareness of Engineering in HE; not only at
the University of Sunderland but across the sector.
The action plan developed in line with the project outputs allows sustainability for the output from
the project to be rolled out across the sector to encourage other HE institutions to develop a more
supportive approach for diploma students and to establish working relationships with local FE
institutions.
8.0 Recommendations as a Consequence of the Project
8.1 Entry Qualifications
It is recommended that for students with a Diploma as their entry qualification this should include
an appropriate grade in the Further Maths module, and also another analytical module, e.g.
Mechanical Principles or Electrical Principles. The recommendation is for a grade of Merit or higher.
8.2 Modules
The diploma reviewed has few options to provide support in Thermodynamics and as such this topic
is relatively new to many progressing students as they begin their Stage 1 studies. Currently there
exists timetabled support sessions for Mathematics throughout Stage 1. It is suggested that this
structured support could be extended to include thermodynamics, and/or an amalgamation of the
Stage 1 analytical modules i.e. applied mechanics, electrical principles, thermodynamics.
8.3 Assessment
30
Reviewing the expectations of progressing learners has been a positive feature of the project. The
assessment technique employed by FE colleges in delivering the diploma is predominantly through
coursework with few time constrained tests being used. However, throughout the undergraduate
programme, the opposite is mostly true. To support diploma students’ transition into HE it would
seem appropriate to introduce at least some element of time constrained testing for them whilst at
college. In addition to preparing them for assessment at HE level it would also help to develop selfreliance and independent learning skills.
8.4 Inter-Institution Peer Observation
An inter-institution peer observation group of delivery staff from Stage 1 and a similar group of staff
from the diploma delivery team would promote awareness of the requirements of teaching in a
different environment and educational Level and offer an insight into the tutor-student dynamic at a
different level. In so doing an opportunity for reflection, informed change and an increased
awareness of students’ pre-HE learning experience would be provided and benefit all concerned.
References
Boyle, A., Donbavand, S., Stephenson, M., Allison, S., Archibald, K., Smales, K., Hopkins, C. and
Wysocki, L. (2011) Good practice in student retention: an examination of the effects of student
integration on non-completion, The University of Sunderland.
Available at <URL http://www.heacademy.ac.uk/assets/documents/what-works-studentretention/Sunderland_What_Works_Final_Report.pdf