Over the last number of years we have gradually been introducing a project based learning approach to the teaching of engineering mathematics in Dublin Institute of Technology. Several projects are now in existence for the teaching of both second-order differential equations and first order differential equations. We intend to incrementally extend this approach across more of the engineering mathematics curriculum. As part of this ongoing process, practical real-world projects in statistics were incorporated into a second year ordinary degree mathematics module. This paper provides an overview of these projects and their implementation. As a means to measure the success of this initiative, we used the SALG instrument to gain feedback from the students. The SALG online tool - Student Assessment of their Learning Gains - https://salgsite.net/; is a free course-evaluation tool that enables third-level educators to gather feedback specifically focused on what the students gained through the learning exercise they experience. It can be used to measure students’ learning gains. Pre-developed surveys are available which can be modified and are stored in a repository for ease of access. Results are anonymous and there is the ability to download comments and basic statistical analysis of responses. Feedback from the survey points to a large increase in understanding of the material coupled with an increase in confidence. In addition we outline some of the limitations of our initial implementation of this approach and what we hope to improve on for the next academic year.

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Transfer shock" is a well-known phenomenon during the process of articulation, when students move from short-cycle applied programs to more academic longer-cycle study programs. In the US context this problematic transition has been observed in students transferring from community colleges into the traditional university system. In Ireland's binary higher education structure, one set of institutions, known as Institutes of Technology (IoTs) allow for this transition to take place entirely within individual institutions. This paper is part of an ongoing investigation into one such IoT, where engineering students who achieve high grades at the end of 3-year (so-called Level 7) "ordinary degree" programs frequently transfer into the 3 rd year of 4-year Level 8 "honors degree" programs, with surprisingly successful outcomes. One surprise derives from the fact that the students who enter Level 7 engineering programs are deemed at the outset to be academically less able, particularly in mathematics, than those who go directly into Level 8 programs from secondary school. Relatively little work has been done on this transition to date. In the 3 rd and 4 th year of many honors engineering programs within this institution it is not unusual to have 30-50% of the students coming from an ordinary degree background, the majority from within the institution itself -with others transferring from other IoTs in Ireland. Previous research has shown that students from this background initially struggle in the 3 rd year of the honors degree program when compared with students who have proceeded directly through the honors program, before going on to successfully graduate. Can this be attributed to 'transfer shock'; even though most of these students are continuing in an institution and with faculty that they are already familiar with? In order to examine this phenomenon we interview students from several engineering disciplines at various points in this transition. We explore the perceptions of the students regarding this transition and, based on the information coming from the interviews, we conduct a large scale survey to be administered to articulating students across engineering programs in the institution. The preliminary results of this survey are also presented here.

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