Abstract:

This abstract describes an active project in the engineering education space in Ireland. In recent years, the numbers of students studying science, technology, engineering and mathematics (STEM) disciplines and in particular engineering, are below what is required to feed industry talent pipelines. A shortage of engineering graduates with the relevant skill set will slow or prevent economic growth of the manufacturing sector. There are many factors leading to this poor uptake and there are many initiatives aimed at increasing students’ participation in engineering, with the ultimate goal of increasing numbers entering the profession. Even where there are initially adequate numbers entering third level programmes, the success of these students in engineering programmes is the next significant problem to address.

Rethinking Engineering Education in Ireland (REEdI) is a collaboration between university and industry, with the intent of developing workplace experienced graduates. The objective of the programme is to develop a diverse engineering pedagogical framework, that futureproofs engineering graduates, while addressing the ever-changing needs of industry and developing a pool of industry ready graduates to fill the industry talent pipeline. It is structured as a blended degree, with a duration of four-years equally divided between time spent in an academic setting and time spent in industry. The student engineer will spend two-years at a host industry partner gaining the essential industry skills and personal attributes an employer looks for in a graduate engineer. The REEdI framework is initially being utilised in the development of a Bachelor of Engineering (Honours) Degree in Mechanical and Manufacturing Engineering.

As part of the overall REEdI programme framework, the development of a student engagement and success (SE&S) framework has been identified as a critical element to ensure the success of the programme. This SE&S framework will first look to identify the contributory factors that lead to high student dropout in engineering programmes. It will identify at what stages students drop out and utilise this information to develop targeted measures to address the factors that result in students not completing their engineering programme.

By engaging with students in a more hands on and collaborative manner, the intention is that issues that impact success, will be identified quickly and addressed before the student withdraws from the programme. This early warning system, along with a framework of pre-emptive measures to further engage the students, should result in higher levels of student completion.

Keywords:

Rethinking Engineering Education in Ireland (REEdI), Science Technology Engineering and Maths (STEM), student success, student engagement, engineering pedagogic