Sarah Maguire
University of Ulster
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STUDENT PROFILE
The intake of first years to the suite of BSc Environmental
Science degrees in 2001 was made up mainly of NI students (86%). Two students
were recruited from the Republic of Ireland and one from Great Britain.
The most common basis of acceptance was ‘A’ levels accounting
for 77.2% of students. The average point score on the Honours programme
was 15.5 and 9.2 for the ordinary degree. The ratio of male to female
students was approximately 1:1
Recruitment to environmental science programmes is continuing
to decline nationally and this is reflected in the recruitment figures
for UU. The honours programmes recruited 21 students in 2001/2002 compared
to 20 in 2000/2001 and the degree recruited 8 students compared to 11
in 2000/2001. However, the course has an increasing number of students
entering directly into the second year either due to transfers from other
UU degrees or from external HND programmes. In 2001/2002 four students
were recruited in this way.
Final year performance is excellent and compares well with national trends.
In 2001 the results were exemplary with seven first class degrees being
awarded. This performance was commended by the external examiner. Overall
18.9% achieved a first class degree, 46% IIi, 32.4% IIii and 2.7% III.
However, the level of first year non-completion and progression is problematic
and the course committee is continually reviewing practice in order to
rectify this. This concern has resulted in the School taking a holistic
approach to improving performance and retention with induction being a
central concern.
INDUCTION AS A PROCESS
The School of Biological and Environmental Sciences at
the University of Ulster considers induction to be an ongoing process
supporting students through periods of transition. This extends from providing
appropriate information about each of the courses available and running
open days for applicants and parents through to providing advice on careers
and employability to students approaching graduation. In order to plan
appropriately a critical phase model approach has been adopted where at
each stage a series of questions have been posed (see diagram 1 below).
The aim of this approach is to ensure that at each stage students undertake
appropriate activities and acquire relevant information and skills to
enable them to progress successfully through their degree.
The range of induction activities used is summarised in the diagram below:
The induction activities are carried out by a number
of staff with overall responsibility resting with Course Directors. Activities
targeted at prospective students are organised by a School Recruitment
Group. Due to the diversity of the activities it is difficult to identify
individualise the impact, however, participants have indicated their appreciation
at receiving good quality, timely and useful information. In particular,
parents have found the open days to be beneficial in understanding the
nature of HE and students have commented positively on the Enterprise
and Employability module and its usefulness in preparing them for looking
for employment.
Extensive evaluation of the induction field course has
been undertaken and this is reported separately.
CORRESPONDENCE
Sarah Maguire, Teaching Development Advisor, Staff Development,
University of Ulster, Coleraine, Northern Ireland BT52 1SA.
email: cs.maguire@ulster.ac.uk
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