Students are recruited to university from a wide variety of backgrounds ranging from vocational secondary education and experiential learning offered by mature students, through to the more traditional A-level route. Significant numbers of these students need time to become confident with basic mathematical skills covered in previous courses.
This miniproject aimed to create a distance learning pack, to be used over the summer period, which would provide each student with a structured learning experience. The main feature of the learning pack involved a workbook supported by an audio recording that guides each student through the material at their own pace and additional support provided through computer-based self-assessments, online learning materials and access to an online tutor. The idea was for the transition course to conclude with a study day held at the university, just prior to the start of the academic year.
The support of students entering undergraduate courses involving a significant content of mathematics remains a difficult problem to manage. The issue is not simply the variation in ability of those students with an A-level or AS level in mathematics, but also how to assess the suitability of those qualifications regularly accepted by universities as offering an equivalent level of competence to that provided by A-level study. At University of the West of England, Bristol (UWE), the student cohort in mathematics, engineering or computing degrees comes from a variety of academic backgrounds. Although the bulk of students satisfy the traditional A-level entry requirements, there is also a significant number of students with other qualifications, ranging from Access courses, BTEC and foundation degrees.
Computer-based diagnostic tests in induction week have consistently confirmed that certain groups of students will struggle with basic algebra and trigonometry. Rather than give support once the student is at UWE and busy with first year studies, it was decided that support would be given prior to their arrival.
The transition course materials were sent to 35 part-time students registered on programmes in mechanical, civil, electrical and electronic and manufacturing engineering. A study day was run in September prior to the start of term and feedback concerning the learning pack was very positive. Out of the original intake, 3 students withdrew and a further 5 students did not attempt the end of module examination. Both the pass rate and the examination average for the cohort were in line with overall results from the module. The students who did not receive pre-university transition support, in part, helped to initiate the transition programme with their comments to course tutors.
The final statistics illustrated the volatility that is found when comparing the performance of first year cohorts from one year to another, and showed the need for student support to be fully integrated as a standard aspect of teaching and learning strategies for first-year students.