Student Experiences of Threshold Capability Development in a Computational Fluid Dynamics Unit Delivered in Intensive Mode

CONTEXT
This study focuses on the student experience of passing through critical transformational thresholds, in a Computational Fluid Dynamics (CFD) unit delivered via intensive mode teaching (IMT) at a research intensive university. We define IMT as facilitated learning activity or classes delivered over fewer days and for longer each day than is traditional for the discipline. IMT is becoming increasingly common across the university sector as more students balance study and work, technology enables more options to access learning outside class-time, and universities teach offshore. Despite this popularity, best practice IMT has not been well understood.
PURPOSE
We sought to explore how features of IMT influenced students’ threshold capability development in a CFD unit, and to identify, apply, and evaluate good practices for the delivery of a CFD unit in this mode.
APPROACH
The study is framed by the theories of threshold concepts and capabilities. We followed an exploratory phase with students and teachers, with a student survey. Based on findings, the unit was modified a year later, and qualitative data collection repeated.
RESULTS
Students’ responses revealed that their experiences of threshold capabilities were not always as intended by academics – in particular, students focussed on issues associated with learning the CFD software package, rather than focussing on learning and applying the underlying theory, models, initial conditions and boundary conditions to develop valid models. As a result, the unit was re-designed to include a CFD software “boot camp” and weekly CFD software exercises, and the data collected from students in the modified unit indicated that the students were focusing on the intended threshold learning.
CONCLUSIONS
We recommend that educators identify the thresholds they hope that students will experience and investigate the students’ experiences of thresholds in their units. If these differ teachers may be able to support students to more quickly overcome trouble that is not intended to be central to the unit.