WIP: Pilot of Block Model Delivery of First-Year Engineering

Jeffrey Harris; Tania Bakshi

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 5
DOI: 10.18260/1-2--48640
Permanent URL: https://peer.asee.org/48640
Download Count: 54

Paper Authors

biography

Jeffrey Harris York University orcid.org/0000-0002-9267-1156

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Dr. Jeffrey Harris is an associate professor (teaching stream) in mechanical engineering at the Lassonde School of Engineering at York University in Toronto, Canada. He currently serves at the Director of Common Engineering and Science within the Lassonde School of Engineering, coordinating the common first-year for six undergraduate engineering programs. His research spans engineering identity and the first-year experience.

Dr. Harris received a PhD in mechanical & industrial engineering from the University of Toronto and a M.Ed. from York University. He is a fellow of the Canadian Engineering Education Association-l'Association Canadienne de l'Éducation en Génie.

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Tania Bakshi York University

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Abstract

York University’s Lassonde School of Engineering, in collaboration with the Faculty of Science, is piloting a transformative block model for delivering first-year engineering curricula. Inspired by the “VU Block” at Victoria University in Melbourne, Australia, this innovative approach aims to enhance student success and retention. The block model was first piloted during the first semester in fall 2023. Students who opted-in experienced a modular structure, blended course delivery, and active learning strategies. The modular structure consisted of one course that spanned the entire term and four courses taught sequentially in intensive 3.5-week blocks. The modular approach allowed students to concentrate on two subjects at a time, reducing the cognitive load and deadline management challenges. This structure also mitigates the stress of overlapping midterms and end-of-term assignment surges. All courses were taught using a blended delivery model that combined asynchronous online learning with in-person instruction, balancing connectedness with flexibility. This format allowed for a student timetable with three days per week on campus, accommodating students’ work and family commitments while reducing time spent commuting. In fall 2023, the block model pilot was offered in parallel with traditional program delivery, allowing for analysis of the block model’s effectiveness. Initial data show that the block model has promise: student success rates (i.e. the percentage of students earning C+ or higher) were higher in the block model than in the traditional delivery model, and failure rates were lower. Discussions in student focus groups and faculty reflections were mostly positive, with some opportunities for improvement identified. Plans are in place to track the performance of students as they matriculate into their second-semester and sophomore year. This pilot will be repeated in fall 2024, allowing for more data collection and analysis. The outcomes of this pilot will inform an ongoing first-year engineering curriculum redesign at York University. This initiative represents a significant step towards a more focused, supportive, and flexible engineering education.

Citation
Format

Harris, J., & Bakshi, T. (2024, July), WIP: Pilot of Block Model Delivery of First-Year Engineering Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48640

TY - CPAPER
AB - York University’s Lassonde School of Engineering, in collaboration with the Faculty of Science, is piloting a transformative block model for delivering first-year engineering curricula. Inspired by the “VU Block” at Victoria University in Melbourne, Australia, this innovative approach aims to enhance student success and retention.
The block model was first piloted during the first semester in fall 2023. Students who opted-in experienced a modular structure, blended course delivery, and active learning strategies. The modular structure consisted of one course that spanned the entire term and four courses taught sequentially in intensive 3.5-week blocks. The modular approach allowed students to concentrate on two subjects at a time, reducing the cognitive load and deadline management challenges. This structure also mitigates the stress of overlapping midterms and end-of-term assignment surges. All courses were taught using a blended delivery model that combined asynchronous online learning with in-person instruction, balancing connectedness with flexibility. This format allowed for a student timetable with three days per week on campus, accommodating students’ work and family commitments while reducing time spent commuting.
In fall 2023, the block model pilot was offered in parallel with traditional program delivery, allowing for analysis of the block model’s effectiveness. Initial data show that the block model has promise: student success rates (i.e. the percentage of students earning C+ or higher) were higher in the block model than in the traditional delivery model, and failure rates were lower. Discussions in student focus groups and faculty reflections were mostly positive, with some opportunities for improvement identified. Plans are in place to track the performance of students as they matriculate into their second-semester and sophomore year.
This pilot will be repeated in fall 2024, allowing for more data collection and analysis. The outcomes of this pilot will inform an ongoing first-year engineering curriculum redesign at York University. This initiative represents a significant step towards a more focused, supportive, and flexible engineering education.
AU - Jeffrey Harris
AU - Tania Bakshi
CY - Boston, Massachusetts
DA - 2024/07/28
PB - ASEE Conferences
TI - WIP: Pilot of Block Model Delivery of First-Year Engineering
UR - https://peer.asee.org/48640
DO - 10.18260/1-2--48640
ER -