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Evolution of Mathematics Learning Supports at ITT Dublin. <ul><li>Ciarán O’Sullivan </li></ul>The 3 rd  Irish Workshop on ...
<ul><li>ITT Dublin  </li></ul><ul><ul><li>Located in South Dublin County and was established in 1992.  </li></ul></ul><ul>...
Evolution of supports 1. <ul><li>September 2003 </li></ul><ul><ul><li>Engineering Learning Support Unit  </li></ul></ul><u...
Evolution of supports 2. <ul><li>September 2007 </li></ul><ul><ul><li>Reactive requested sessions complemented by 8 hours ...
Why is Maths  so tough?   <ul><li>Responses to brainstormed question  Why is Maths so tough?   </li></ul>In  10   groups o...
Evolution of supports 2. <ul><li>September 2007 </li></ul><ul><ul><li>Reactive requested sessions complemented by 8 hours ...
Evolution
Mathematics Learning Supports. <ul><li>Proactive supports: Headstart Workshop. </li></ul><ul><li>Drop-in Clinics - 8 hours...
Measures of Effectiveness. <ul><li>Student support/development </li></ul><ul><ul><li>Usage  </li></ul></ul><ul><ul><ul><li...
Measures of Effectiveness (1). <ul><li>Student support/development </li></ul><ul><ul><li>Usage  </li></ul></ul><ul><ul><ul...
Record Keeping 1. <ul><li>Interactions with Learning Supports: </li></ul><ul><ul><li>Number of e-mail contacts with LSU/Ce...
School of Engineering -  First Year  First Year Enrolment by course as of Census Date October 31 st . Code Course title TA...
Number of email or personal contacts to LSU 161 2006-2007 236 2005-2006 362 2004-2005 471 2003-2004 Number of contacts wit...
Record Keeping 2. <ul><li>Profile of students : </li></ul><ul><ul><li>Partitioning of Students (in Engineering since 2003)...
Partitioning of Students. PNT P4 P3 P2 P1 Students for whom complete leaving certificate results were not available or rel...
Performance <ul><li>Year 2 enrolment as % of the students in year 1 in September of the previous year by course: </li></ul...
Usage - example. Number of first year engineering students with at least one LSU interaction in Academic year 2005/2006 by...
Performance - example. Performance in year 1 of first year engineering students who had at least one LSU interaction in Ac...
Performance – example table explained. 17 students of the 20 who  passed  in the P1 partition of  the first year students ...
Performance – example table explained. 113 in year 1 28  in P1 34 18 33 20 pass 8 fail 17 had > 1 LSU 3 had 0 LSU 3 had>1 ...
Performance - example by %. Performance in year 1 of first year engineering students who had at least one LSU interaction ...
Performance into year 2- example. Performance in year 2 in 2006/2007 of engineering students who had at least one LSU inte...
Measures of Effectiveness. <ul><li>Student support/development </li></ul><ul><ul><li>Usage  </li></ul></ul><ul><ul><ul><li...
Measures of Effectiveness (2). <ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Expansi...
Measures of Effectiveness (2 ctd.) <ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Inc...
Challenges <ul><li>Getting student engagment early.  </li></ul><ul><li>Funding (in these straightened times). </li></ul><u...
Acknowledgements. <ul><li>Funding </li></ul><ul><li>HEA  Information Technology Investment Fund  Measure 3: Improved compl...
Acknowledgements. <ul><li>Colleagues at ITT Dublin </li></ul><ul><li>Rosemary Cooper, Aideen Reddy , Margaret Phelan at Ce...
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Ciaran O Sullivan: Evolution of Mathematics Learning Supports at ITT Dublin.

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Ciaran O Sullivan: Evolution of Mathematics Learning Supports at ITT Dublin.

  1. 1. Evolution of Mathematics Learning Supports at ITT Dublin. <ul><li>Ciarán O’Sullivan </li></ul>The 3 rd Irish Workshop on Mathematics Learning and Support Centres 5th December 2008 , NUIM.  
  2. 2. <ul><li>ITT Dublin </li></ul><ul><ul><li>Located in South Dublin County and was established in 1992. </li></ul></ul><ul><ul><li>The Institute caters for a student population of 2,400 full-time and 1,300 part-time students </li></ul></ul><ul><ul><li>Good interaction with industry/employers </li></ul></ul><ul><ul><li>Size enables quick reaction/adaptation </li></ul></ul><ul><li>Higher Education in Ireland </li></ul><ul><ul><li>Binary System </li></ul></ul><ul><ul><li>Qualification levels (N.Q.A.I.) </li></ul></ul>General Background x X Level 10 x X Level 9 X X Level 8 X Level 7 X Level 6 Institutes of Technology Universities N.Q.A.I levels
  3. 3. Evolution of supports 1. <ul><li>September 2003 </li></ul><ul><ul><li>Engineering Learning Support Unit </li></ul></ul><ul><ul><li>for year 1 students in School of Engineering </li></ul></ul><ul><ul><ul><li>Pro-active and Reactive Supports </li></ul></ul></ul><ul><ul><ul><li>Space / Manager/Tracking </li></ul></ul></ul><ul><li>February 2004 </li></ul><ul><ul><li>Statistics Clinic </li></ul></ul><ul><li>January 2006 </li></ul><ul><ul><li>ELSU expanded to cover year 1 students in </li></ul></ul><ul><ul><li>School of Science - rebranded as LSU. </li></ul></ul><ul><li>October 2006 </li></ul><ul><ul><li>LSU incorporated as part of the CONTINUE (SIF 1 cycle project) and expanded to cover all full-time students. Milking stool idea. </li></ul></ul>
  4. 4. Evolution of supports 2. <ul><li>September 2007 </li></ul><ul><ul><li>Reactive requested sessions complemented by 8 hours of drop-in clinics. </li></ul></ul><ul><li>December 2007 </li></ul><ul><ul><li>LSU rebranded as CeLT within CONTINUE ( 5 strands: Learner and Staff Support, PBL, Emotional Intelligence, Learning Styles, Assistive Technologies) </li></ul></ul><ul><li>September 2008 </li></ul><ul><ul><li>Development of Maple TA question bank. </li></ul></ul><ul><ul><li>Headstart workshop piloted - see handout. </li></ul></ul>
  5. 5. Why is Maths so tough? <ul><li>Responses to brainstormed question Why is Maths so tough? </li></ul>In 10 groups of 4 to 5 students at start of workshop. Comments on: 2 big numbers 2 time consuming 2 teaching methods comments 3 boring/don’t like 4 too many methods/sections 5 lack of application 5 stressful 9 hard to understand/complicated 9 Formulas Topics mentioned: 1 imaginary numbers 1 graphs 1 stats 1 trig 2 theorems 4 algebra
  6. 6. Evolution of supports 2. <ul><li>September 2007 </li></ul><ul><ul><li>Reactive requested sessions complemented by 8 hours of drop-in clinics. </li></ul></ul><ul><li>December 2007 </li></ul><ul><ul><li>LSU rebranded as CeLT within CONTINUE ( 5 strands: Learner and Staff Support, PBL, Emotional Intelligence, Learning Styles, Assistive Technologies) </li></ul></ul><ul><li>September 2008 </li></ul><ul><ul><li>Development of Maple TA question bank. </li></ul></ul><ul><ul><li>Headstart workshop piloted - see handout. </li></ul></ul><ul><li>October 2008 </li></ul><ul><ul><li>New premises in heart of Institute opened </li></ul></ul>
  7. 7. Evolution
  8. 8. Mathematics Learning Supports. <ul><li>Proactive supports: Headstart Workshop. </li></ul><ul><li>Drop-in Clinics - 8 hours. </li></ul><ul><li>Statistics Clinic - 2 hours. </li></ul><ul><li>Reactive Supports - by student request. </li></ul><ul><li>Revision Sessions. </li></ul><ul><li>Tracking of Students using all the supports. </li></ul>
  9. 9. Measures of Effectiveness. <ul><li>Student support/development </li></ul><ul><ul><li>Usage </li></ul></ul><ul><ul><ul><li>General </li></ul></ul></ul><ul><ul><ul><li>By those who may need it most </li></ul></ul></ul><ul><ul><li>Performance </li></ul></ul><ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Expansion from pilot using a model suitable for ITT Dublin </li></ul></ul><ul><ul><li>‘ Feedback Loop’ to mainstream knowledge/expertise nad challenges into teaching and staff development </li></ul></ul><ul><ul><li>Increased involvement in mathematics learning and teaching issues in third level </li></ul></ul><ul><ul><li>Dissemination of mathematics learning and teaching ideas back to second level. </li></ul></ul>
  10. 10. Measures of Effectiveness (1). <ul><li>Student support/development </li></ul><ul><ul><li>Usage </li></ul></ul><ul><ul><ul><li>General </li></ul></ul></ul><ul><ul><ul><li>By those who may need it most </li></ul></ul></ul><ul><ul><li>Performance </li></ul></ul>
  11. 11. Record Keeping 1. <ul><li>Interactions with Learning Supports: </li></ul><ul><ul><li>Number of e-mail contacts with LSU/CeLT </li></ul></ul><ul><ul><li>Number of personal contacts with LSU/CeLT </li></ul></ul><ul><ul><li>Number of students attending Learning Support Sessions </li></ul></ul><ul><ul><li>Number of students attending Revision Sessions </li></ul></ul><ul><ul><li>Number of students attending Maths Drop-in Sessions </li></ul></ul><ul><ul><li>Since September 2003 for Engineering Students </li></ul></ul>
  12. 12. School of Engineering - First Year First Year Enrolment by course as of Census Date October 31 st . Code Course title TA_EELEC Higher Certificate in Electronic Engineering TA_EEMSY Higher Certificate in Mechanical Engineering , Electro-Mechanical Systems TA_EMECH Higher Certificate in Mechanical Engineering TA_EAMEC Ordinary Degree in Mechanical Engineering (Ab-Initio)* School All students in year 1 Engineering * First intake onto the Ordinary Degree in Mechanical Engiineering (Ab-Initio) occurred in September 2006. 111 23 37 26 25 2007 148 23 49 28 48 2006 113   - 53 27 33 2005 144   - 68 13 63 2004 175   - 90 13 72 2003 School TA_EAMEC TA_EMECH TA_EEMSY TA_EELEC
  13. 13. Number of email or personal contacts to LSU 161 2006-2007 236 2005-2006 362 2004-2005 471 2003-2004 Number of contacts with LSU Academic Year 148 2006 - 2007 113 2005 -2006 144 2004-2005 175 2003-2004 Number of first year students in School of Engineering
  14. 14. Record Keeping 2. <ul><li>Profile of students : </li></ul><ul><ul><li>Partitioning of Students (in Engineering since 2003) </li></ul></ul><ul><ul><li>First in Family to attend Third level (tracked since September 2007) </li></ul></ul>
  15. 15. Partitioning of Students. PNT P4 P3 P2 P1 Students for whom complete leaving certificate results were not available or relevant( eg mature students) Not Trackable Students who achieved ONLY a D grade in Ordinary Leaving Certificate Mathematics and who had NOT studied Leaving Certificate Physics prior to entry. D (OLC) Maths and didn't study LC Physics Students who achieved ONLY a D grade in Ordinary Leaving Certificate Mathematics and who had studied Leaving Certificate Physics prior to entry. D (OLC) Maths and studied LC Physics Students who achieved a grade higher than a D in Ordinary Leaving Certificate Mathematics ( including those who had achieved grades at Higher leaving Certificate mathematics) and who had NOT studied Leaving Certificate Physics prior to entry. >D (OLC) Maths and didn't study LC Physics Students who achieved a grade higher than a D in Ordinary Leaving Certificate Mathematics ( including those who had achieved grades at Higher leaving Certificate mathematics) and who had studied Leaving Certificate Physics prior to entry. >D (OLC) Maths and studied LC Physics
  16. 16. Performance <ul><li>Year 2 enrolment as % of the students in year 1 in September of the previous year by course: </li></ul>52.7% 65.2% 59.2% 46.4% 43.8% 2007 71.7% NA 77.4% 55.6% 75.8% 2006 74.3% NA 83.8% 61.5% 66.7% 2005 64.0% NA 68.9% 84.6% 54.2% 2004 School TA_EAMEC TA_EMECH TA_EEMSY TA_EELEC
  17. 17. Usage - example. Number of first year engineering students with at least one LSU interaction in Academic year 2005/2006 by partition 76% 25 out of 33 P4 (n = 33) 89% 16 out of 18 P3 (n = 18) 65% 22 out of 34 P2 (n = 34) 79% 22 out of 28 P1 (n = 28) % Number of students with at least one LSU interaction
  18. 18. Performance - example. Performance in year 1 of first year engineering students who had at least one LSU interaction in Academic year 2005/2006 20 out of 26 5 out of 7 P4 (n = 33) 7 out of 9 8 out of 9 P3 (n = 18) 9 out of 16 13 out of 18 P2 (n = 34) 5 out of 8 17 out of 20 P1 (n = 28) Number of students with at least one LSU interaction not passing year 1 Number of students in each partition with at least one LSU interaction and who passed year 1
  19. 19. Performance – example table explained. 17 students of the 20 who passed in the P1 partition of the first year students (28 students in this partition) had at least one LSU interaction in the year. 5 students of the 8 who did not pass in the P1 partition of the first year students (28 students in this partition) had at least one LSU interaction in the year. 5 out of 8 17 out of 20 P1 (n = 28) Number of students with at least one LSU interaction not passing year 1 Number of students in each partition with at least one LSU interaction and who passed year 1
  20. 20. Performance – example table explained. 113 in year 1 28 in P1 34 18 33 20 pass 8 fail 17 had > 1 LSU 3 had 0 LSU 3 had>1 LSU 5 had 0 LSU
  21. 21. Performance - example by %. Performance in year 1 of first year engineering students who had at least one LSU interaction in Academic year 2005/2006 76% (n=26) 71% (n=7) P4 (n = 33) 85% (n=9) 89% (n=9) P3 (n = 18) 56% (n=16) 73% (n=18) P2 (n = 34) 63% (n=8) 85% (n=20) P1 (n = 28) % of students in each partition with at least one LSU interaction and who did not pass year 1 % of students in each partition with at least one LSU interaction and who passed year 1
  22. 22. Performance into year 2- example. Performance in year 2 in 2006/2007 of engineering students who had at least one LSU interaction in their first year (Academic year 2005/2006) 2 out of 4 3 out of 3 P4 (n = 7) 1 out of 1 7 out of 8 P3 (n = 9) 2 out of 2 11 out of 16 P2 (n = 18) 2 out of 2 15 out of 18 P1 (n = 20) Number of students with at least one LSU interaction 05/06 and who did not pass year 2 in 06/07 Number of students in each partition with at least one LSU interaction in 05/06 and who passed year 2 in 06/07
  23. 23. Measures of Effectiveness. <ul><li>Student support/development </li></ul><ul><ul><li>Usage </li></ul></ul><ul><ul><ul><li>General </li></ul></ul></ul><ul><ul><ul><li>By those who may need it most </li></ul></ul></ul><ul><ul><li>Performance </li></ul></ul><ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Expansion from pilot using a model suitable for ITT Dublin </li></ul></ul><ul><ul><li>Feedback Loop to mainstream teaching and staff development </li></ul></ul><ul><ul><li>Increased involvement in mathematics learning and teaching issues in third level </li></ul></ul><ul><ul><li>Dissemination of mathematics learning and teaching ideas back to second level. </li></ul></ul>
  24. 24. Measures of Effectiveness (2). <ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Expansion from pilot using a model suitable for ITT Dublin </li></ul></ul><ul><ul><ul><li>ELSU to CeLT </li></ul></ul></ul><ul><ul><li>Feedback Loop to mainstream teaching and staff development </li></ul></ul><ul><ul><ul><li>Keyskills project </li></ul></ul></ul><ul><ul><ul><li>Re-design of Mechanical and Electro-Mechanical Higher Certificates and the introduction of Ab-initio Ordinary Degree in Mechanical Engineering. Key decisions made regarding Mathematics pre-requisites and arrangement of learning outcomes influenced by the LSU tracking and insights . </li></ul></ul></ul><ul><ul><ul><li>Formal mechanism for feedback of issues from Mathematics learning support sessions and headstart sessions into mainstream teaching - workshop being piloted this academic year. </li></ul></ul></ul>
  25. 25. Measures of Effectiveness (2 ctd.) <ul><li>Catalyst for change and development in the Institute. </li></ul><ul><ul><li>Increased involvement in mathematics learning and teaching issues in third level </li></ul></ul><ul><ul><ul><li>Engagement with Mathematics Learning and Support Workshops </li></ul></ul></ul><ul><ul><ul><li>NDLR CoP </li></ul></ul></ul><ul><li>The Mathematics and Statistics Service Teaching Community of Practice: </li></ul><ul><li>www.ndlr.ie/mshe </li></ul><ul><ul><ul><li>Colloboration with other HEIs to submit a SIF2 cycle proposal in this area. </li></ul></ul></ul><ul><ul><li>Dissemination of mathematics learning and teaching ideas back to second level. </li></ul></ul><ul><ul><ul><li>Development of colloboration with 6 local schools enhanced - in May 2009 workshop planned for the teachers from these schools. </li></ul></ul></ul>
  26. 26. Challenges <ul><li>Getting student engagment early. </li></ul><ul><li>Funding (in these straightened times). </li></ul><ul><li>Measuring Effectiveness. </li></ul>
  27. 27. Acknowledgements. <ul><li>Funding </li></ul><ul><li>HEA Information Technology Investment Fund  Measure 3: Improved completion rates. </li></ul><ul><li>HEA SIF 1 - CONTINUE project </li></ul><ul><li>Ideas and practical support </li></ul><ul><li>Mathematics Learning Centre Loughborough University </li></ul><ul><li>Glasgow-Caledonian University </li></ul><ul><li>CONTINUE project partner institutes BIT, Carlow IT </li></ul><ul><li>Colleagues at DIT, DCU and UL Mathematics Learning Centres </li></ul>
  28. 28. Acknowledgements. <ul><li>Colleagues at ITT Dublin </li></ul><ul><li>Rosemary Cooper, Aideen Reddy , Margaret Phelan at CeLT </li></ul><ul><li>Donal Healy, Noel Gorman, Martin Marjoram, Paul Robinson. </li></ul>

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