Learning Skills For First Year Engineers

Engineering programs looking at ways of retaining students in times of dwindling enrollments have turned to tools taught in First Year Experience (FYE) courses as a way to help students adapt to higher education. As a part of the University of Connecticut FYE program, special class sections of a University Learning Skills course were aimed at Engineering majors. Essential study skills aimed at providing students with the tools necessary to bridge the gap between high school study habits and those needed for success in rigorous programs like Engineering in college are discussed. Data on retention of students enrolled in pilot offerings of the University Learning Skills course is presented. Suggestions for a freshman level Engineering course aimed at student adjustment to college with the ultimate goal of promoting solid fundamental study skills needed for success in follow-on Engineering course work is given in the paper. Introduction: Today’s College Students Each year students enter higher education with questions such as: ∑ “Will study habits that worked in high school also work in college? ∑ With heavy academic demands, will I have time for activities other than studying? ∑ Won’t such outside activities hurt my grades? ∑ What if I don’t do well in my courses – can I get some help? ∑ What if my roommates are very different from me?”[1] Uncertain of what higher education has in store for them is only natural. However, in recent years the academic preparedness of students entering higher education has shown a shift away from those of the ‘academic’ subculture (the undergraduate student subculture of serious academic effort) to that of the ‘collegiate’ subculture (a world of football, fraternities and sororities, drinking, and campus fun; indifferent and resistant to serious demands from the faculty for an involvement with ideas and issues.) [2] As a result, students need to be exposed to skills that will enable them to survive the rigors of engineering study. While the lack of preparation/motivation of students may be debatable, unlike decades earlier most students today take five to six years to complete the engineering degree, if they are P ge 706.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education of the lucky few that survive the hurdles along the way. It can be surmised that today’s students may be different from those of earlier generations, or at least may have more demands placed on them, which require a different approach to helping them succeed. In a paper that is now a couple of years old but still seems relevant, Hansen [3] provides an interesting look at demographics of today’s college students vs. previous generations. Some highlights from his paper relative to this work are as follows: ∑ The percentage of high school graduates aged 16-24 in college rose from 47% in 1973 to 65% in 1996. ∑ The proportion of students attending college part-time grew from 32% in 1970 to 43% in 1995. ∑ The percentage of 16-24 year-old, full-time college students who were employed rose from 36% in 1973 to 69% in 1995/96. Those working 20 hours or more increased from 17% to 37%. ∑ In the fall of 1995, 81% of public 4-year colleges and 100% of public 2-year colleges offered remedial programs. Of all first-time freshman twenty-nine percent took at least one remedial course (24% math, 17% writing, and 13% reading). ∑ In 1997, just 34% of freshmen reported having spent six or more hours per week studying during their senior year in high school, an all-time low (compared to 44% in 1987). In fact, the average student spent only 3.8 hours per week in 1997, down from 4.9 hours in 1987. ∑ Freshmen increasingly overestimate their own abilities, rating themselves as “aboveaverage” in virtually all academic areas (e.g., 41% of students in 1997 rated themselves “above average’ writers, compared with 27% in 1966). ∑ In a national poll of 15-17 year olds, only 25% said the “ability to formulate creative ideas and solutions” was extremely important and less than 40% said being “able to write well” was extremely important. Making the most of college In a marvelous study looking at how students can make the most out of their college experience, Light [1] has uncovered many findings that coincide with goals for ‘student success’ courses aimed at the transition from high school to college. His findings [1, 4] include: ∑ Learn outside of class. The most important and memorable learning experience does not occur inside the classroom. Learning outside of classes, especially in residential settings and extracurricular activities such as the arts, is vital. ∑ Get feedback. Students say they learn significantly more in courses that are highly structured, with relatively many quizzes and short assignments – crucial to this preference is getting quick feedback from the professor. Students are frustrated and disappointed with classes that require only a final paper or project. ∑ Work cooperatively. Challenging or complex homework assignments that force students to work cooperatively, dividing up the readings and meeting outside of class to teach one another, increase student learning and their engagement with the class. Good advising is important, but more so are activities outside the classroom such as study techniques; e.g., working in small groups outside of class. P ge 706.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education ∑ Take small classes. Class size is important: small-group tutorials, small seminars, and one-to-one supervision are, for many, their capstone experience. ∑ Have a mentor. A ‘mentor’ experience; e.g., mentored internship not done for academic credit, in which students get to create their own project and then implement it under the supervision of a faculty member, provides an effective tool for learning. ∑ Appreciate diversity. The impact of racial and ethnic diversity on their college experience has a highly positive effect; students learn from others who come from different backgrounds. ∑ Manage time. Students who grow the most academically, and who are happiest, organize their time to include activities with faculty members, or with several other students, focused around accomplishing substantive academic work. ∑ Write. Students value good writing and seek ways for specific suggestions about how to improve it. A course with many short papers instead of one or two long ones leads to improved grades since it offers a chance for midcourse correction. ∑ Seek courses with feedback. Students appreciate foreign language courses due to the way these courses are organized and taught: classes are small, instructors insist on participation, students work in groups, and assignments include lots of written work and frequent quizzes, allowing for repeated midcourse corrections. ∑ Meet the faculty. Knowing a faculty member makes a student feel more connected to the institution. ∑ Ask for help. Of those who stumbled academically in their first year, the ones that asked for help improved their grades and those that did not spiraled downward. ∑ Use elective classes wisely. Rather than just large introductory courses fulfilling General Education Requirements that are needed to complete the degree, take a mix of courses. Those who take required classes along with those the pique their interest in the first year feel more engaged and happier with their major. The University of Connecticut Experience Of first-year students entering the University of Connecticut's School of Engineering, their self-evaluation of ability for success is as follows: NSC NC N C SC Algebra 0% 0% 3% 30% 67% Calculus 6% 11% 26% 46% 11% Chemistry 3% 4% 25% 59% 9% Computer 2% 3% 21% 45% 29% Physics 1% 4% 17% 62% 16% Speaking 2% 13% 30% 30% 24% Trigonometry 0% 3% 13% 47% 36% Writing 0% 15% 18% 50% 17% NSC = Not Strongly Confident NC = Not Confident N = Neutral C = Confident SC = Strongly Confident P ge 706.3 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education Clearly, this shows that their expectations for success are high; i.e., they feel they are more than capable in subject areas important for success in Engineering. Unfortunately, however, University of Connecticut retention data shows the following: