Feedback Path for First Year Students Engineering Science: a data-based approach

Each year around 500 first year students enroll in the studies Bachelor of Engineering Science and the Bachelor of Engineering Science: architecture at the KU Leuven. As for all first year students, the transition to higher education is challenging both from the academic and social perspective (Tinto 1993). The transition period from learning dependence to learning autonomy also provides the opportunity for students to reflect on their conceptions of learning and assessment, and how the first-year experience may allow individuals to prepare for university study and develop key skills for their future careers (Hodgson et al. 2010). This however requires that each student receives comparative (i.e. positioning with respect to the peers) or formative feedback of high quality. Providing such feedback to the first year KU Leuven engineering students is challenging due to the large number of students (+- 500) and their busy schedules (up to 40 contact hours per week). During the academic year 2014-2015 the Tutorial Services of Engineering Science developed a path of feedback and guidance for the students in the 1st year of the Bachelor of Engineering Science and Bachelor of Engineering Science: Architecture. The developed feedback process is built around four key ideas: 1. Every student needs feedback to position him/herself in relation to the objectives of the bachelor (courses) and in relation to his/her fellow students. 2. Each student must be provided with information about the impact of his/her current position on his/her future study path. 3. The feedback must be easyily accessible and understandable. 4. The feedback has to be tailored to the study process of the student and should be "just-in-time”, corresponding to the key moments in the study process (e.g. deadlines for reorienting). The Tutorial Services of Engineering Science translates the above key ideas into a path of feedback and coaching that uses a synergy of group sessions and an individual approach. This synergy is essential for large groups of students with high demand for feedback. The details of this path are available online: https://eng.kuleuven.be/studenten/studentenbegeleiding/feedback/ and makes extensive use of data (and intuitive graphical representations) to support the advice given to students.status: publishe