Discussion of Questionnaire Findings

Survey of DIT 1st and 2nd Year Interior Design & Furniture Students 2014-15 :
Can a Blended Learning approach help to overcome learning challenges in First Year?
Q1 - Course Choice: What were the main aspects about the course content that attracted you to the BA Interior Design & Furniture course at DIT?
Themes/codes
Employment/Career choice
Interior & Furniture Design
Level 8 Qualification
Interesting modules
Continuous assessment
Design education
Design Tools / Skills (cad etc.)
1st Year Responses (9no.)

2
5
1
2
1
2
1
2nd year responses (8no.)

1
1
1
1
1
2
4
Observations
Comparison
Explanation
Relation to the literature
The results show that the

main aspects that attracted
students were being able
to study both interior &
furniture design and
learning the key skills to
become a designer.
The first years chose the

course title as the main
aspect , as well as a design
education and future
career, whereas the 2nd
years chose the design
skills and design
education.
It is hard to say, but it

may be the case that the
2nd years see the need to
master the technical skills
to become a good
designer. They may be
thinking with hindsight on
their side.
This question simply states the Not Applicable.

background / context as to why
students choose the course. No
relation to literature necessary.
Implications for existing theory
Implications for Practice

Not applicable.
Q2 - Course Choice: What were you looking for when choosing this course?
Themes/codes
Career success
Practical/Creative Focus
Creativity
Design Skills
Practical Skills
4
5
Qualification

2
1
5
2
Observations
Comparison
Explanation
The responses show that

students were looking for a
course with both a creative
and practical focus, where
they would learn skills to
be successful designer.
The common choice between

1st and 2nd years is to learn
design skills, with 1st years
choosing the combination of
learning creative and
practical skills.
This gives context to the

main reasons why
students choose to the
course. (The answers are
similar to question 1.)
This question simply states the Not Applicable.

background / context as to why
students choose the course. No
relation to literature necessary.

Not Applicable.
Q3 - The First Year Learning Experience: Write a brief reflection on the new learning challenges you had to overcome in first year
Themes/codes
Self-directed study
Deadlines
CAD/computer programs
oral presentations
making friends
workload
transition from second level
technical aspects
gaining confidence in design
modules

6
3
2
1
1
1
3
1

1
1
8
Observations
Comparison
Explanation
The new learning

challenges students listed
were mainly self-directed
study, CAD, deadlines,
transition from 2nd level
and the technical aspects
of the course in first year.
1st years find self-directed

study the biggest learning
challenge, whereas 2nd
years find CAD the biggest
learning challenge in first
year.
The 2nd years' response

aligns with my theory that
designers tend to find
convergent practical
modules more challenging.
The 1st year response
focuses on the issue of selfdirected study and workload
which is separate issue, but
does show that interventions
such as screencasts could
reduce cognitive load with a
heavy workload.
This can be related to the

literature on screencast use,
design thinking and cognitive
load.
Doesn't have implications for existing

theory but can prove to be aligned to
existing theory on cognitive load,
multimedia learning and convergent
thinking.
There is a place for

implementing ways of
reducing cognitive load for
students with a heavy
workload, such as screencasts
for CAD.
3
1
1
Q4 (i) - The First Year Learning Experience: Place the following in order of how challenging you found each task when you were learning in first year, with the most challenging at 1 and the least challenging at 5.
List of skills
Technical Drawing
Free-hand Drawing
Sample & Mood-boards
Academic Writing (eg. essays)
AutoCAD

1; 2(x3); 3(x4); 5.
4(x4); 5(x5).
1; 2(x2); 4(x5); 5.
1(x2); 2; 3(x3); 5(x2).
1(x3); 2(x2); 3(x3); 4.

1; 2(x3); 3(x2); 4; 5.
1; 3; 4(x2); 5(x4).
3(x3); 4(x2); 5(x3).
1(x4); 2(x2); 4; 5.
1(x4); 2(x2); 3; 4.
Observations
Comparison
Explanation
Results are varied but the

results with the most 1's and
2's are CAD, Academic Writing
and Technical drawing. The
results with the most 4's and
5's are Freehand Drawing and
Sample / Moodboards.
Results show that both 1st

and 2nd years find free hand
drawing the least challenging
task. Results show that both
years find CAD the most
challenging. However, 2nd
years found academic writing
equally challenging.
Designers tend to be
divergent creative thinkers,
which explains why they find
the convergent technical
task eg. CAD more
challenging. 2nd years found
academic writing equally
challenging. This is probably
because there are nonnationals in the group/ those
for whom English was/is not
a first language.

literature on design
thinking.

Doesn't have implications for
existing theory but can prove to be
aligned to existing theory on design
thinking.

The results show that there
are challenges for a lecturer of
the more practical convergent
modules in first year, as these
are the tasks students find
most challenging, in a desgn
course. There is a place for
for CAD.
Q. 4 (ii): Please complete the following: I found ______ the most challenging in first year because: ____________. I found _______ the least challenging in first year because: ___________.
Most Challenging
Technical Drawing
Free-hand Drawing

2
0
1

0
0
0
Observations
Results show that the
most challenging are CAD
and Academic Writing.
Comparison
Results show that both
years find CAD the most
challenging. However,
2nd years found
academic writing
Explanation
divergent creative thinkers, literature on design thinking.
task eg. CAD more
a first language.

existing theory on design thinking.


AutoCAD
2
4
Least Challenging
Technical Drawing
Free-hand Drawing
AutoCAD
Most Challenging : comments (most common)

CAD: new to me
CAD: has to be correct, otherwise it's off
CAD: there's a lot in it / takes time
CAD: I'm usually more hands on (drawing)

3
1
1
1
5
1
2
0
CAD: hard to utilise program

Acad. writing: find it hard to write essays
Acad. writing: lack vocabulary/design terms
Acad. writing: structure required
Acad. writing: English not first language
Least Challenging : comments (most common)

freehand dwg: drawing in 2nd level
freehand dwg: did a PLC course in drawing
freehand dwg: enjoy it
freehand dwg: doing it for years
freehand dwg: feels natural
Sample/Moodboards: enjoy it
Sample/Moodboards: easy to do
Sample/Moodboards: did them in a PLC
Sample/Moodboards: primary to the design
Sample/Moodboards: prefer practical activities
4
4

1
4
3
0
0

3
1
1
Results show that the

most challenging are CAD years find CAD the most
and Academic Writing.
challenging. However,
2nd years found
academic writing
divergent creative thinkers, literature on design thinking.
task eg. CAD more
a first language.

existing theory on design thinking.

for CAD.
Observations
The results show that
the least challenging are
Freehand Drawing and
Sample / Moodboards.
Comparison
1st and 2nd years find
free hand drawing the
least challenging task.
Explanation
as above

This proves my own theory, from
practice, that students prefer these
tasks when starting the course.

as above
Observations
Comparison
The results are similar
for both years.
The main reason students give for

CAD being the most challenging is
because it is new to them. The
other responses show that
learning cad presents various new
challenges.

as above
Explanation
Designers tend to be divergent

creative thinkers, which explains
why they find the convergent
technical task eg. CAD more
challenging.
as above
as above
as above
2nd years found academic

writing more challenging.
This is probably because
there are non-nationals in
the group/ those for whom
English was/is not a first
language.
May have relation to 'design Not Applicable

thinking'.
1
1
1

1
2
1
2

4
1
3
2
1
2
1
1
1
1
1
1
The main reason students give for

academic writing being the most
challenging is because they lack
the vocabulary used in design
theory and that English is not their
first language.
The results lean towards

2nd year as there are
more international
students in 2nd year,
which effect the
responses.
Observations
Comparison
Explanation
The main reason students give

for freehand drawing being
the least challenging is
because they have done it
previously at 2nd level or at
PLC level and because they
enjoy it.
The first year responses

focus on enjoying the task,
whereas the 2nd year
reponses show that it is
because they have
previous experience
through education.
There is no explantion as May have relation to 'design

such. Both types of
thinking'.
answer focus on thefact
that students have done
drawing many times
before.
The main reason students give

for Sample / Moodboards
being the least challenging is
because they enjoy it and it's
easy to do.
The results are similar.
There is no explantion as as above

such. Both types of
answer focus on thefact
that they have done them
before, they enjoy them
and they are easy.

This proves my own theory, from
practice, that students prefer these
tasks when starting the course.
as above
This is a separate issue

which doesn't directly relate
to the research, but needs
to be noted as evidence
that visual learners can find
academic writing and
reading challengng.
as above
as above
Q5(i) - Convergent and Divergent Thinking: In the diagram above please circle the eight words which most describe the learning processes you would use when you are doing any assignment on the course.
Divergent words
Imagine
Generate
Visualize
Explore
Play with
Fantacize
Combine/integrate

6
6
7
8
4
4
6

6
4
7
6
1
1
3
Observations
The most commonly
chosen 'divergent' words,
across both years, to
describe the learning
processes used in an
assignment are:
Visualize, Explore, and
Imagine.
Comparison
The two years show
comparisons in the
words mentioned to
left, but first years also
chose 'combine /
integrate' as a
commonly used thinking
process in the creative
process of designing.
Explanation
The words chosen show
the importance of
visualizing their
concepts and expanding
their minds in the
creative design process.

Not applicable.
literature on design thinking.
However, the validity and
source of the words in the
diagrams will need to be
relevant to literature.

Not necessarily, but these
words can be used in the
writing of design project
briefs.
Engage possibilities
Enhance
Defer Judgement
build on others
Convergent words
Categorize
Decisions
Hone In/Focus
Guidelines
Make sense of
Connect
Reduce
Rate by criteria
Refine
Clarify
Select

1
5
3
5
6
3
1
1
1
1
4
2
2
2
4
2
2
5
1
The most commonly

chosen 'divergent' words,
assignment are:
Visualize, Explore, and
Imagine.
The two years show

comparisons in the
words mentioned to
left, but first years also
chose 'combine /
integrate' as a
commonly used thinking
process of designing.

the importance of
visualizing their
concepts and expanding
their minds in the
creative design process.

Not applicable.

briefs.
Observations
Comparison
The most commonly

chosen 'convergent' words,
assignment are: Decisions,
Make sense of.
The two years show

comparisons in the words
mentioned to left, but first
years also chose 'guidelines'
as a commonly used thinking
process of designing.The 2nd
years also chose 'Select'.
Explanation
the importance of
converging their ideas,
and making final
decisions at the design
synthesis stage of the
process.

Not applicable.

briefs.
1
3
4
Q5(ii) - Convergent and Divergent Thinking: Would you describe yourself as a convergent or divergent thinker?
Thinking Type
Convergent
Divergent
Both

0
7
2

5
3
Design Thinking : comments (convergent)

I dont really explore many options

1
3
1
Design Thinking : comments (divergent)

come up with many solutions
I am a creative person
I love visualizing different layouts
trained myself to think this way
I had to think when making my portfolio
improve my ideas through thought process
more creative to be a divergent thinker
like to explore and research

4
1
1
1
1
1
1

2
Design Thinking : comments (both)

I am a little bit of both
coming up with direct solutions and many possible
solutions

1
I find it hard to imagine different possibilities/ideas
No response
Observations
Comparison
Explanation
Overall, most students claim

to be divergent thinkers i.e. 10
of 17. Approx. one third claim
to be convergent thinkers,
whereas 2 claim to be a bit of
both.
The results are very different,

with the majority of 1st years
claiming to be divergent,
whereas the majority of 2nd
years claim to be convergent.
The first year result may

prove that when students
beging the course they are
divergent thinkers, whereas
when they move to 2nd year
they become more
convergent, realising the
importance of technical skills
in the design process.
However, this may not be
reliable, with such a small
group surveyed.
The 1st year results correlate

to the literature on design
thinking, whereas the 2nd year
results may contradict the
literature, or prove they are in
transition.
The results may prove my own theory,

from practice, that students beginning
an art/design course are mainly
divergent thinkers.

most challenging, in a design
course.
Observations
This is a correct
understanding of
convergent thinking.
Comparison
Explanation
Only 2nd years said they As above
were convergent
thinkers.
Observations
Comparison
The most common reasons

to choose 'divergent'
thinking by the repondents
are 'come up with many
solutions', which is a
correct understanding of
divergent thinkers.
Results are similar from

As above
both years, but lean more
to first years, with the
individual responses,
mostly from 1st years,
which tie in to the main
themes.

Relates to Lawson's theory on Design
Thinking which states that it is the
designer that needs to be 'both'.

It is an ongoing learning
process for students to
become both types of
thinker.
Explanation
1
Observations
Comparison
Explanation
Correct understanding of No 2nd years chose this Students may not have
realised that they could
being 'both'.
option
Relates to 'Design Thinking'.
choose to be 'both'. The

results may have been
quite different if they
had.
Q6 The traits of a good designer: Place the following in order from 1 to 10 indicating which you think is the most important trait of a good designer, with 1 being the most important and 10 being the least.
List of Traits
Artistic Ability

2; 5; 6; 8; 9(x3); 10

2; 3; 4; 6; 7; 9(x2); 10
Observations
mostly 5 to 10
Comparison
Explanation
Both years consider

'creativity' the most
important and 'humility' the
least important. They both
consider 'problem solving'
and 'technical skills' as
important, but not as
important as 'creativity'. They
both consider 'artistic ability',
'eye for materials', 'team
This proves their belief that

creativity - a divergent
thinking process - is the most
important, whereas
'technical skills' and
'problem solving' convergent thinking
processes - are important,
but not quite as much. The
'less important' traits may be

questionnaire will need to be

The results may prove my own
theory, from practice, that design
students consider creative divergent
thinking as more important to
become a good designer.

are challenges for a lecturer
of the more practical
convergent modules in first
year, as these are the tasks
students find most
challenging, in a design
course.
Communication
Eye for Materials
Problem Solving
Technical Skills
Awareness of Audience
Creativity
Team Player
Humility
Vision
Note:
1(x3); 3(x3); 5(x2); 10

2(x2); 4(x2); 5(x2);9(x2); 10
2; 3(x2); 4(x2); 6; 7; 10
1; 3; 4(x2); 5; 6(x2); 7; 8
1(x2); 2(x2); 3(x2); 5; 9(x2)
1(x3); 2(x2); 4(x2); 5; 8
3; 7(x3); 8(x4); 10
2; 5; 6; 7; 8; 10(x4)
3; 6; 7(x2); 8(x2); 9; 10
3; 4(x2); 6(x2); 7; 8; 10
3; 6; 7(x2); 8(x2) 9;10
1; 2(x3); 5(x2); 6; 8
1; 2(x3); 3(x2); 5(x2);
1; 2; 4; 5(x2); 6; 10
1(x4); 3(x2); 4; 7
4; 5; 6; 8(x4); 10
4; 7; 9(x3); 10(x3)
1(x2); 3; 4; 5; 6; 7; 9
varies
mostly 5 to 10
mostly 1 to 5
mostly 1 to 5
varies
Most Important
mostly 5 to 10
Least Important
mostly 5 to 10
Both years consider

'creativity' the most
important and 'humility' the
least important. They both
consider 'problem solving'
and 'technical skills' as
important, but not as
important as 'creativity'. They
both consider 'artistic ability',
'eye for materials', 'team
player' and 'vision' as less
important traits. Other
results vary - for
'communication' and
'awareness of audience'.
This proves their belief that

creativity - a divergent
thinking process - is the most
important, whereas
'technical skills' and
'problem solving' convergent thinking
processes - are important,
but not quite as much. The
'less important' traits may be
chosen through lack of
understanding and
experience of the design
industry, but 'team player'
and 'artistic ability' are
surprising results. this may
correlate with findings in the
focus groups.

questionnaire will need to be
The results may prove my own

theory, from practice, that design
students consider creative divergent
thinking as more important to
become a good designer.

students find most
course.
Respondent 8 said: This part of the survey was very difficult theyre hard to choose between.
Q7 (i) Multimedia Learning:

Themes/codes
to solve a problem
revise
learn more
remember / refer back on
practise commands
watch after class/missed class
to understand
complete activities
have not used them
no response
very useful
watching and copying
In your CAD module in first year you were given post-lecture videos (screencasts) via e-mail to look at after class. Please write a brief reflection on how you used the so far in first year.
2nd year responses (8no.) Observations
Comparison
Explanation
2
4
The most common
Results are similar from These results make
This relates to the literature The results can be supported by
1
reasons to use the
both years, with some sense, as the main
on 'screencasts', blended
existing theory, such as Mayer's
1
screencasts are 'to solve individual responses
purpose of te
learning and 'cognitive load'. Theory on Multimedia learning.
4
4
a problem' and to
which tie in to the main screencasts is to help
1
'remember/look back on' themes.
reduce cognitive load
1
2
them if revision required.
for the students.
1
1
1
1
1
1

The results are positive and
support the use and the
benefits of the screencasts
for students' learning of
CAD and reduction of
cognitive load.
Q7 (ii) Multimedia Learning: .Do you still refer to the videos often (ie. once a week), sometimes, or never?
Frequency
Often
Sometimes
Never

1
7
1

0
6
2 ('not yet')
Observations
Comparison
Most students watch the

Results are similar for
screencasts 'sometimes'.
both years.
Only 1 watches them often.
1 never watches them and
2 say thay haven't watched
them 'yet'. Most 2nd years
still use the screencasts
sometimes.
Explanation
the screencasts are
viewed by all
sometimes. This could
be due to time
constraintsand
necessity.

As above

As above. Also supports mayer's
As above
theory that when a learner already
knows something they don't need to
view it again.
Q7 (iii) Multimedia Learning: Has your opinion changed towards learning CAD software (Autocad, Sketchup, Photoshop, Illustrator) in first / second year, and if so, please say why?
Opinion
yes
no
frustrating/scary at beginning
easier to use/skills improving
use for other modules
technology asset to art/design
more difficult than thought
not as challenging now
can be tricky
sketchup
sketchup easier

5
0
5
2
1
1
1
2
1

4
0
2
2
1
1
1
Observations
Comparison
Explanation
Half the students surveyed

in each year say their
opinion has changed
towards learning CAD
software. The first years
also say that it was
'frustrating / scary the
beginning, but there are
various reasons which
show that most students
find it easier now and see
the benefits.
The results are similar for

both years. More 1st years
say it was
frustrating/scary in the
beginning, maybe because
that experience is fresher
in their heads.

This relates to the literature
students see the benefits on 'cognitive load'.
of cad software in the
course, with time and
experience.

Not applicable.

students find most
course.
also say that it was

'frustrating / scary the
beginning, but there are
various reasons which
show that most students
find it easier now and see
the benefits.
see the benefits

students find most
course.
that experience is fresher

in their heads.
Q7 (iv) - Multimedia Learning: Place the following in order of how challenging you found each assignment in the first year CAD module, with the most challenging at 1 and the least challenging at 3 (1st yrs) orImplications
4 (2nd yrs). for existing theory
Assessment Type
Activities 1 to 16
Survey/sketches/tech. dwg
CAD drawing test
Reception Design project

1(x5); 2; 3(x3)
1(x2);2(x4); 3(x3)
1; 2(x4); 3

1; 2; 3(x3); 4(x3)
1(x2); 2; 3; 4(x4)
2(x5); 3(x3)
1(x6); 2(x2)
Observations
Comparison
Explanation
Note: The 1st years have not

completed the design project
at this stage. Results vary for
each year. The reception
design project is a (mainly)
divergent project, whereas the
first 3 are convergent tasks.
The 1st years found the

weekly activities the most
challenging, whereas the 2nd
years found the reception
design project in semester 2
of first year the most
challenging. The manual
technical drawing appears to
be least challenging for both
years, with the test in the
middle, but results are
varied.
These 1st year results are

Relates to 'Design Thinking'.
not useful as they are all
The 2nd year results may
convergent tasks. However, contradict the literature.
for 2nd years, the sem 2
design project in first year,
being divergent mainly,
shows that applying the skills
they've learned through
previous convergent tasks
proves most challenging. It is
still about knowing the tools
to create what you need to
draw in CAD.

Relates to Lawson's theory on Design
Thinking which states that it is the
designer that needs to be 'both'. It
could be argued that it is the
convergent aspects of the design
project which are challenging. The other
tasks are delivered in a
Behaviourist/Constructivist model.
When it is their ow design project it
becomes more self-directed.

It is an ongoing learning
process for students to
become both types of thinker.
When students are used to
the behaviourist model from
second level, they find it
challenging to be self-directed.
Q7 (v) - Multimedia Learning: Are there other modules in which such multimedia tutorials would have helped to overcome new learning challenges, and if so, please say why?
Comment
Don't Think so/Can't think of any
Modelmaking
observational drawing tips
powerpoints are e-mailed
other classes more self directed
sketchup (a module that isn't taught)
works best on computer programs
no response

4
3
1
1
3

1
3
4
1
Observations
Comparison
Explanation
Most students feel that

they don't think so,
because other modules are
self-directed and
multimedia tutorials are
best suited to computer
programs. An example
would be 'Sketchup'.
Although some 1st years
would like tutorials on
model making.
The 1st years seem to

think they wouldn't be
sutable, except for
modelmaking maybe. The
2nd years feel they're
most suited to computer
programs. Sketchup is a
software that 2nd years
teach themselves, so they
watch 'YouTube' video
tutorials to learn it.
These results make sense

because the 1st years
have not come across a
need to learn other
software yet. Whereas
the 2nd years are going
through a period of selfdirected learning on-line.
This relates to the literature on Implications for existing theory on the

'screencasts', blended learning bleneded learning model.
and 'cognitive load'. It will be
backed up by the findings from
the focus group results also.

Should the students be taught
'Sketchup' in class? They are
taught 3 types of CAD
software in 1st and 2nd year.
Is it good for them to learn a
skill on their own, helped by
each other? Yes, it is probably
a good learning experience for
them. However, that's another
issue.
Q7 (vi) - Multimedia Learning: Do you think video screencasts could be a useful presentation format for your own project work in second year and beyond? If so, please say when and why?
Comment
yes
no
don't know
no response
explain projects better
send video by e-mail
verbal presentations overwhelming
doesn't allow public speaking practise
saves paper
help to look through work later
gives the viewer so much more
for nightclub project

4
4
2
1
3
1
2
2

6
2
2
1
1
1
2
Observations
Comparison
Explanation
More than half of all

students feel screencasts
would be a useful
presentation format.
However, approx. one third
feel that they wouldn't.
Results in favour are
because it would explain
projects better, some
students find presentation
overwhelming, among
other reasons. Results
against argue that it would
not allow public speaking
practise.
More 2nd years are in

favour of screencasts for
presentation. However the
results are similar for both
years.
This could be because 2nd This could relate to the

years have produce a
literature on 'screencasts'.
video for their 'nightclub'
project in 2nd year. They
are at that stage in the
course where the benefits
of technology to sell a
concept are more of a
necessity in their learning.
If you have any further comments about the screencasts or the learning processes in the first year of the course, please add them here:
Comment
no response
don't know
very useful
natural progression regarding schooling
teaching in 1st yr highly appropriate

learn more 3d and sketchup

7
1
1
1

6
1
1
Observations
Not enough information
here to use.

This is something worth
considering in presentation
methods for student projects.

Discussion of Questionnaire Findings

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Discussion of Questionnaire Findings

Uploaded by

Copyright:

Available Formats

Survey of DIT 1st and 2nd Year Interior Design & Furniture Students 2014-15 :

1st Year Responses (9no.)

2nd year responses (8no.)

Relation to the literature

The results show that the

The first years chose the

It is hard to say, but it

This question simply states the Not Applicable.

Implications for existing theory

Implications for Practice

1st Year Responses (9no.)

2nd year responses (8no.)

Relation to the literature

The responses show that

The common choice between

This gives context to the

This question simply states the Not Applicable.

Implications for existing theory

Implications for Practice

1st Year Responses (9no.)

2nd year responses (8no.)

Relation to the literature

Implications for existing theory

Implications for Practice

The new learning

1st years find self-directed

The 2nd years' response

This can be related to the

Doesn't have implications for existing

There is a place for

1st Year Responses (9no.)

2nd year responses (8no.)

Results are varied but the

Results show that both 1st

Relation to the literature

Implications for existing theory

Implications for Practice

1st Year Responses (9no.)

2nd year responses (8no.)

Relation to the literature

Implications for existing theory

Implications for Practice

Doesn't have implications for existing

The results show that there

Academic Writing (eg. essays)

1st Year Responses (9no.)

Most Challenging : comments (most common)

1st Year Responses (9no.)

CAD: hard to utilise program

Least Challenging : comments (most common)

2nd year responses (8no.)

2nd year responses (8no.)

Results show that the

Doesn't have implications for existing

The results show that there

Implications for existing theory

Implications for Practice

The main reason students give for

Relation to the literature

Relation to the literature

Implications for existing theory

Implications for Practice

Designers tend to be divergent

2nd years found academic