Foundation Year Network Annual Conference 2019: Program and Presentations

10.00 – 10.30

Registration and coffee – Lounge, Conference Centre Bramber House: List of Delegates

10.30 – 11.00

Welcome, introductions and ice-breaker – Willy Kitchen – Terrace Room Snowball Responses

11.00 – 12.30

SESSION 1

Panel 1: Pedagogy and ‘Non-traditional’ Students – Chair: Wendy Ashall – Gallery Room 1

• Pedagogy as transition: Helen Bardy, Leoarna Matthias, Ann Orrert, Sarah Parkes, and Mike Seal (Newman University)
• Challenging the deficit model: learning from mature foundation Archaeology students: Rachel L Dunn, (Durham University)
• Doing right by students: Steve Maw and Ellen Avery (University of Leeds).

Panel 2: Identities – Chair: Fawzia Mazanderani – Gallery Room 2

• Past selves and the transition to an academic identity: Simon Williams (University of Sussex)
• Something to be? Social mobility and agency in the Foundation Year classroom: Sarah Hale & Willy Kitchen (University of Sheffield).

12.30 – 13.15

13.15 – 13.45 

LUNCH – Terrace Room

13.15 – 13.45 Adam Finlayson, Office for Students – Chair: Willy Kitchen – Terrace Room

13.15 – 13.45

Past selves and the transition to an academic identity: Simon Williams (University of Sussex) – Chair: Willy Kitchen – Terrace Room

13.45 – 14.45

SESSION 2

Workshop 1:

Terrace Room – Chair Graeme Pedlingham

Creating a way out of the deficit model: David Clubb, Joanna Cooke, Susannah McKee and Marie Stephenson (London Metropolitan University). 

Workshop 2:

Gallery Room 1 – Chair Wendy Garnham

 The value and practical applications of research-led teaching for Foundation Year: Alison McManus (Durham University)

Workshop 3:

Gallery Room 2 – Chair Mark Clark

Developing digital capabilities with the ‘Digital Natives’ – a shared deficit? Doug Ingram (University of Nottingham). 

Workshop 4:

Meet in Lounge: – Chair Elisabeth Falk (session in Foundation Physics Teaching Lab, Pevensey 2 5A20)

Developing student autonomy through feedback and dialogue in the Physics Laboratory: Rachel Kerr (University of Sussex).

14.45 – 15.15

COFFEE and POSTER TALKS – Lounge and Gallery

• Academic Dragons’ Den: Agency and decision-making as a critical classroom tool: Zoë Enstone (York St. John University).
• TEL-based lecture intervention to support International Foundation students: Anna Tranter & Miriam Schwiening (University of Warwick).
• Where is the deficit? Wendy Ashall (University of Sussex)
• Applying the ‘Rules of the Game’ to Foundation Study: Lucy Atkinson (University of Northampton).

15.15 – 16.45

SESSION 3

Panel 1: Reflecting on Learning – Chair Jill Kirby – Terrace Room

• Foundation Students’ experiences of pursuing pre-existing interests when completing a skills-based assessment: Caroline Anderson (University of Nottingham)
• Challenging the Deficit Model across disciplines: Sara Eaglesfield and Ina Stan (Buckinghamshire New University)
• Researching student journeys: deficit, difference and defiance within a redbrick institution: Camilla Priede (University of Sheffield)

Panel 2: Learning to Learn – Chair Annie Bresh – Gallery Room 1 

• Application of discourse analysis, systemic functional linguistics and legitimation code theory on a Foundation provision module for home students: Lucy Atkinson (University of Northampton). 
• How can we avoid falling in to a deficit model when we teach study skills? Mark Walmsley (University of East Anglia).
• John Walker Foundation Year Annual Conference 2019

16.45 – 18.15

AGM  – Terrace Room

18.30 – 19.30

DRINKS RECEPTION – Institute of Development Studies Bar

Foundation Year students from the School of Mathematical and Physical Sciences will showcase a series of interactive outreach demonstrations during the drinks reception.

19.30 – 21.00

DINNER – Institute of Development Studies

09.15 – 09.30

COFFEE – Lounge

09.30 – 11.00

SESSION 4: Examining the deficit model – Chair Wendy Garnham – Terrace Room

• Combatting the deficit model in Foundation Year Mathematics: ethical admissions and inclusive curricula: Matthew Craven and Jenny Sharp (University of Plymouth). 
• A Philosophy for the Foundation Year of Higher Education? Gareth Dyer (Cardiff Metropolitan University). 
• In praise of a deficit model: Paul Howes (University of Leicester). 

11.00 – 11.30

COFFEE – Lounge

11.30 – 13.00

SESSION 5

Panel 1: Art and Pedagogy – Chair Wendy Ashall – Terrace Room 

• Thinking through the gallery: how can learning in exhibition space celebrate/facilitate Foundation Year students as cultural critics? Madeleine Newman (University of Leeds). 
• Foundation Curation: interdisciplinary learning through collaboration, fieldwork and museums: Bianca Leggett (Kings College London) and Alison McManus (Durham University)
• – Learning about difference as participant observer of ‘Follow the thread’ exhibition: Emma Wheeler (University of South Wales).

Panel 2: Perceptions, Enquiry and Meaning – Chair Mark Clark – Gallery Room 1

• What is a successful Foundation Year student? Definitions and language, and how not to feed the deficit model monster: Gerald Dampier and Carol Spencely (University of Surrey)
• Understanding Foundation Year students’ transition into Higher Education through digital storytelling: Nathaniel Pickering (Sheffield Hallam University)
• Streaming on academic grounds in response to Student Voice – does it work in adult education or have students bought into the elitist rhetoric? Peta Kirk (University of Sheffield)

Panel 3: Supporting Students and Staff – Chair Ronan McKinney – Gallery Room 2

• Establishing a drop-in service to support the academic development module of the Foundation Year programme at the University of Sussex: Sue Robbins (University of Sussex). 
• Learning and teaching support of Foundation Year teaching staff at institutional level: the dilemmas of the specific versus the generic models of support: Cecile Hatier (Canterbury Christchurch University). 
• First-year undergraduate students’ transition into Engineering mathematics: Stephanie Thomas (Loughborough University). 

13.00 – 14.00

LUNCH – Terrace Room

14.00 – 14.45

SESSION 6: PechaKuchas  – Chair Debbie Sperring – Terrace Room

• Breaking the ice: tackling anxiety about classroom discussions: Jill Kirby (University of Sussex)
•  ‘In the beginning…’ What can we learn from Week One? Peter Watts (University of Nottingham).
• Something to be? Social mobility and agency in the Foundation Year classroom: Sarah Hale & Willy Kitchen (University of Sheffield).
• Decolonising Art History in the teaching of international Foundation Year students: Bianca Leggett (Kings College London).
• Students as partners in task design: Stephanie Thomas (Loughborough University).

14.45 – 16.15

SESSION 7

Panel 1: Student Voice  – Chair Sue Robbins – Terrace Room

• Capturing student voice through midterm feedback: A case study in a Foundation Year economics module: Nilüfer Demirkan-Jones and Anyarath Kitwiwattanachai (University of Essex).
• What other models of learning can we draw on in order to supplant the deficit model? James Bartoli- Edwards (University of Sussex). 
• Working with Foundation Year students to determine what value they gain (and bring) through study in Higher Education: Marie Clifford (University of South Wales).

Panel 2: Community and Well-being – Chair Jill Kirby – Gallery Room 1

• Foundation Skills: a new module to build academic community and challenge epistemological barriers to Higher Education among Widening Participation students: Steve Leech (Durham University).
• Mind the Gap? Identifying and responding to the mental well-being needs of Foundation Year students (workshop): Charlotte Morris and Wendy Garnham (University of Sussex)

16.15 – 16.30

Coffee and closing remarks – Willy Kitchen – Terrace Room