The First Year Experience
Engineering for Social Change
DOI:
https://doi.org/10.54337/irspbl-11109Keywords:
First year experience, Kolb's ELC, Student supportAbstract
The first-year transition period is a crucial phase in a student’s university experience as it can significantly impact their academic performance and future career prospects. However, research indicates that approximately 30% of first-year students drop out due to academic expectations and newfound independence. In response to this concern, a Faculty of Engineering at a South African University of Technology has implemented a tailored First-Year Experience (FYE) programme to support students. This reflective paper examines a tailored First-Year Experience (FYE) programme implemented to support students' transition into university. The FYE programme is informed by Kolb's Experiential Learning Cycle (ELC).
Based on reflections from the four core team members and their unique perspectives from the various roles they bring with them to the FYE programme, the paper seeks to offer an in-depth practice based account and insights into the learning environment of the first-year student by reflecting on the programme's development and impact using the four phases of the ELC framework. The 'Concrete Experience' phase discusses the experimentation with technological platforms and software tools to facilitate the programme, highlighting insights, challenges, and student engagement. In the 'Reflective Observation' phase, student involvement is analysed, emphasising the importance of fostering student ownership of the programme. The 'Abstract Conceptualisation’ phase identifies areas for programme improvement, including addressing social concerns specific to the university and it proposes developing a credit-bearing compulsory subject called "Engineering for Social Change." The ‘Active Experimentation’ phase provides insights into best practices for supporting first-year students' successful transition and engagement in engineering education.
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