1. bookVolumen 3 (2019): Edición 1 (October 2019)
Conferencia Detalles
License
Formato
Conferencia
eISSN
2391-8160
Primera edición
15 Aug 2014
Calendario de la edición
1 tiempo por año
Idiomas
Inglés
access type Acceso abierto

Did the four-year extended programme make a difference towards the success rate of the engineering faculty?

Publicado en línea: 04 May 2020
Volumen & Edición: Volumen 3 (2019) - Edición 1 (October 2019)
Páginas: 19 - 26
Conferencia Detalles
License
Formato
Conferencia
eISSN
2391-8160
Primera edición
15 Aug 2014
Calendario de la edición
1 tiempo por año
Idiomas
Inglés
Abstract

The four-year extended programme was offered from 2016 to 2018 at the Vaal University of Technology and statistically never been proved to be successful. Oral feedback from the faculty always portrait the programme to be successful, as students moved fluently through their years of study. The purpose of the extended programme was to improve the academic performance of students who are at risk due to their educational backgrounds. The key role of the extended qualification is therefore, to support educationally disadvantaged students who are underprepared despite meeting minimum admission criteria, by enabling them to be placed on an extended curriculum that will give them the academic foundations for successfully completing their studies. The purpose of this paper will be to statistically prove that the students who received the extended curriculum, based on the specific model followed, will perform well and they made a positive difference towards the success rate of the engineering faculty.

Keywords

Bailey, T., ---amp--- Jaggars, S. S. (2016). When college students start behind. The Century Foundation. Retrieved from https://tcf.org/content/report/college-students-start-behindSearch in Google Scholar

Calcagno, J. C., Crosta, P., Bailey, T., ---amp--- Jenkins, D. (2007). Stepping stones to a degree: The impact of enrollment pathways and milestones on community college student outcomes. Research in Higher Education, 48, 775–801. doi:10.1007/s11162-007-9053-810.1007/s11162-007-9053-8Search in Google Scholar

Camacho, M.M., ---amp--- Lord, S.M. (2011). “Micro-aggressions” in engineering education: Climate for Asian, Latina and White women. Proceedings of Frontiers in Education Conference (FIE), Rapid City, SD.Search in Google Scholar

Cech, E.A., ---amp--- Blair-Loy, M. (2010). Perceiving glass ceilings? Meritocratic versus structural explanations of gender inequality among women in science and technology. Social Problems, 57(3), 371–397.10.1525/sp.2010.57.3.371Search in Google Scholar

Chemers, M.M., Zurbriggen, E.L., Syed, M., Goza, B.K., ---amp--- Bearman, S. (2011). The role of efficacy and identity in science career commitment among under-represented minority students. Journal of Social Issues, 67(3), 469–491.10.1111/j.1540-4560.2011.01710.xSearch in Google Scholar

Cho, S. W., Kopko, E., Jenkins, D., ---amp--- Jaggars, S. S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (Working Paper No. 53). Community College Research Center, Columbia University, New York, NY.Search in Google Scholar

Clarke, V., ---amp--- Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), 120-123Search in Google Scholar

Complete College America. (2016). Corequisite remediation: Spanning the completion divide. Retrieved from http://completecollege.org/spanningthedivide/#homeSearch in Google Scholar

Govender, S. (2017, August 7). SA students are not equipped to handle higher education: Study. The Sunday Times. Retrieved from https://www.timeslive.co.za/news/south-africa/2017-08-07-sa-tertiary-students-are-not-equipped-to-handle-higher-education-study/Search in Google Scholar

Guy, G.M., Cornick, J., Holt, R. J., ---amp--- Russell, A. S. (2015). Accelerated developmental arithmetic using problem solving. Journal of Developmental Education, 39(1), 2.Search in Google Scholar

Hatmaker, D.M. (2013). Engineering identity: Gender and professional identity negotiation among women engineers. Gender, Work and Organization, 20(4), 382–396.10.1111/j.1468-0432.2012.00589.xSearch in Google Scholar

Hayward, C., ---amp--- Willett, T. (2014). Curricular redesign and gatekeeper completion: A multi-college evaluation of the California Acceleration Project. Berkeley, CA: The Research and Planning Group of California Community Colleges. Retrieved from http://cap.3csn.org/files/2014/04/CAPReportFinal3.0.pdfSearch in Google Scholar

Hillman, K. (2005). The first year experience: The transition from secondary school to university and TAFE in Australia. LSAY Research Reports, 44.Search in Google Scholar

Jaggars, S.S., Hodara, M., Cho, S. W., ---amp--- Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review, 43, 3–26. doi:10.1177/009155211455175210.1177/0091552114551752Search in Google Scholar

Jenkins, D., Speroni, C., Belfield, C., Jaggars, S. S., ---amp--- Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable? (Working Paper No. 21). New York, NY: Community College Research Center.Search in Google Scholar

Jones, S. (2015). The game changers: Strategies to boost college completion and close attainment gaps. Change: The Magazine of Higher Learning, 47(2), 24–29. doi:10.1080/00091383.2015.101808510.1080/00091383.2015.1018085Search in Google Scholar

Jordan, K.L. (2014). Intervention to improve self-efficacy and sense of belonging of first-year engineering students (Doctoral dissertation). The Ohio State University, Columbus, OH. Jorgenson, J. (2002). Engineering selves: Negotiating gender and identity in technical work. Management Communication Quarterly, 15(3), 350–380.Search in Google Scholar

May, E., ---amp--- David S. S. (2011). Is engineering education delivering what industry requires. Proceedings of the Canadian Engineering Education Association.10.24908/pceea.v0i0.3849Search in Google Scholar

Mohd-Yusof, K., Helmi, S. A., Phang, F. A., ---amp--- Mohammad, S. (2015). Future Directions in Engineering Education: Educating Engineers of the 21st Century. ASEAN Journal of Engineering Education, 2(1), 8-13.Search in Google Scholar

Mohd-Yusof, K., Phang, F.A., Sadikin, A.N., and Helmi, S.A. (2014). Determining the Effect of an Engineering Overview Assignment on Students. Proceedings for the 2014 ASEE Annual Conference and Exposition on Engineering Education, Indianapolis, USA, June 15-18.10.18260/1-2--20273Search in Google Scholar

Mohd-Yusof, K., Sadikin, A.N., Phang, F.A. ---amp--- Abdul Aziz, A. (2016). Instilling Professional Skills and Sustainable Development through Problem-Based Learning (PBL) among First Year Engineering Students. International Journal of Engineering Education, 32, 1(B), 333–347.Search in Google Scholar

National Science Foundation. (2017). Women, minorities, and persons with disabilities in science and engineering: 2017 (Report No. NSF 17-310). Arlington, VA: National Science Foundation. Volume 24, Issue 4, 2018 Predicting College Women’s Perceptions of a Future in Engineering 359Search in Google Scholar

Norodien-Fataar, N. (2016). The pre-university pathways of disadvantaged students for gaining entry to university study. Education as Change, vol.20 n.1 Pretoria 2016. http://dx.doi.org/10.17159/1947-9417/2016/56810.17159/1947-9417/2016/568Search in Google Scholar

Samsuri, N.S., Mohd-Yusof, K. ---amp--- Abdul Aziz, A. (2017). Preparing first year engineering students to become engineers: the impact of an “introduction to engineering” course. Journal of Technical Education and Training. Vol. 9, No.1 45-60.Search in Google Scholar

Scott-Clayton, J., Crosta, P.M., ---amp--- Belfield, C.R. (2014). Improving the targeting of treatment evidence from college remediation. Educational Evaluation and Policy Analysis, 36, 371–393. doi:10.3102/016237371351793510.3102/0162373713517935Search in Google Scholar

Sutherland, G. (2009). A curriculum framework for an introductory programme in the National Diploma: Engineering at the Vaal University of Technology. PhD in Higher Education Studies, University of Stellenbosch.Search in Google Scholar

Sutherland, T. 2014. Do engineering diploma students drop out due to reasons other than academic performance? Sociology Study, Volume 4(2): 182-191.Search in Google Scholar

Svinicki, M.D. (2010). A guidebook on conceptual frameworks for research in engineering education. Rigorous Research in Engineering Education NSF DUE-0341127, DUE-0817461,Search in Google Scholar

Swart, A.J., ---amp--- Sutherland, T. 2007. Fusing theory and practical in a curriculum for engineering students – A case study. 2007-IEEE Catalogue number CFPO7 AFR-PRT: 382-387. http://ieeexplore.ieee.org/stamp/banner.jsp.10.1109/AFRCON.2007.4401497Search in Google Scholar

Vandal, B. (2016). The research behind corequisite remediation. Retrieved from http://completecollege.org/the-research-behind-corequisite-remediationSearch in Google Scholar

Vygotsky, L.S. (1986). Thought and language. (A. Kozulin, trans.) Cambridge, MA: MIT Press. (Original workpublished 1934). World Economic Forum. (2014). Global Agenda Council on Employment - Matching Skills and Labour Market Needs Building Social Partnerships for Better Skills and Better Jobs. Davos-Klosters, Switzerland. World Economic Forum.Search in Google Scholar

Yusof, K. M., Sadikin, A. N., ---amp--- Phang, F. A. (2013). Development of Profession Skills through CPBL among First Year Engineering Students, PBL Across Cultures, 74.Search in Google Scholar

Artículos recomendados de Trend MD

Planifique su conferencia remota con Sciendo