The Challenge of Induction! Introducing Engineering Students to Higher Education: A Task-Oriented Approach

Abstract

A major internal report on attrition rates highlighted many causes but in particular it was suggested that the induction process ill prepared the students for their course. Our radical departure was an activity, team based approach during which students investigated and reported on a technical issue. The explicit objective was this investigation. The implicit aims were to introduce the students to the University's systems and procedures by using them. More importantly, in an informal setting, students immediately met fellow students and staff. Novel aspects were the attachment of a facilitator, later personal tutor, to each group and providing a panel of experts to whom students could refer. Student reaction to the experience was very favourable. Facilitator and expert opinion were somewhat more qualified but were also favourable. The effect on progression rates is yet to be determined. Means must also be found of reducing the very high call on staff resources which were required.