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Hi Emma, I was particularly struck with your point about - Opportunities to bring their individual experiences, hopes and fears to learning tasks, thereby starting with what they know and what inspired them to join the Foundation year This is a really important issue. It helps enormously when students see that learning in HE can & should be about who 'we' are and what 'we' think. Doing that helps develop that all-important sense of belonging. Best Wishes, Nick -------------------------------------- Dr. Nicholas Bowskill, SFHEA, Lecturer in Education (UDOL) University of Derby, Kedleston Road, Derby WORKSHOP: Student-Generated Induction: A Social Identity Approach, York, Tuesday May 22nd http://bit.ly/2vscRUN <http://bit.ly/2vscRUN> Nicholas Bowskill is a former Kelvin-Smith Scholar at University of Glasgow. Nicholas is a Senior Fellow of the Higher Education Academy. He is lead tutor for SEDA online workshop on Introduction to Educational Change and Lecturer in Education (UDOL) at University of Derby. He is a reviewer for various published journals including: Interactive Learning Environments and International Journal of Art and Design Education. SharedThinking is an independent consultancy. On 23 April 2018 at 11:42, Emma Davenport <[log in to unmask]> wrote: > Hello, > > Apologies for the delay in collating responses around engagement and > retention of Foundation students. Thank you so much for sharing your > experiences and resources. > > Interestingly, while the institutional environments of our Foundation > courses vary greatly, it seems there is a consensus on the best Foundation > ethos in order to create an engaging academic community that encourages > these students to continue their studies. Aspects include: > > - Inclusive opportunities to clarify, reflect and consider course > expectations throughout the year with peers and tutors > - Understanding from the outset that commitment to their studies is > the equivalent of full-time study, supported by pastoral and academic > services as and when needed > - Having an early withdrawal system whereby students can leave the > year before Christmas to avoid being liable for full repayment of their > student loan > - Opportunities to bring their individual experiences, hopes and fears > to learning tasks, thereby starting with what they know and what inspired > them to join the Foundation year > > I am sure there are more but these seem to be the salient ones when it > comes to positive engagement and retention. > > Two recommended resources include the report Building student engagement > and belonging in Higher Education at a time of change:a summary of findings > and recommendations from the What Works? Student Retention & Success > programme > <https://www.phf.org.uk/wp-content/uploads/2014/10/What-Works-Summary-report.pdf> which > can be found on the Paul Hamlyn Foundation website, and a report entitled > An Inclusive Approach to a Redesigned Foundation Module in the Social > Sciences by Dr. Tiffany Chiu and Dr. Olga Rodriguez-Falcon at Learning and > Language Support Services (LLSS), University of East London (attached as a > document). > > Many thanks again and I look forward to more conversations on this topic > in the future! > > Emma > > > On 20 February 2018 at 10:33, Emma Davenport <[log in to unmask]> > wrote: > >> Hello, >> I hope you can help. We are looking into how to improve engagement and >> retention amongst our foundation students, given that around a quarter do >> not complete. I wondered if anyone had experience in this area and/or >> suggested readings/research that I could follow up with. I realise this is >> a very broad topic but would like to keep it so at this stage as keen to >> get a sense of the landscape first. >> Very happy to collate and circulate. >> Cheers, >> Emma >> >> -- >> Emma Davenport MA, MSc, PG Cert, Fellow of the Higher Education Academy >> (HEA) >> *Senior Lecturer / Academic Tutor* >> The Sir John Cass School of Art, Architecture & Design >> London Metropolitan University >> www.thecass.com >> 00 44 (0)207 133 1075 >> > > > > -- > Emma Davenport MA, MSc, PG Cert, Fellow of the Higher Education Academy > (HEA) > *Senior Lecturer / Academic Tutor* > The Sir John Cass School of Art, Architecture & Design > London Metropolitan University > www.thecass.com > 00 44 (0)207 133 1075 > > London Metropolitan University is a limited company registered in England > and Wales with registered number 974438 and VAT registered number GB 447 > 2190 51. Our registered office is at 166-220 Holloway Road, London N7 8DB. > London Metropolitan University is an exempt charity under the Charities Act > 2011. Its registration number with HMRC is X6880. > >