Before the outbreak of COVID-19 in the UK, the 2020 conference was focused on the idea of inclusive practice and how this might affect our teaching as foundation year practitioners. In the light of the most radical shifts in teaching practices for more than a generation, what does inclusive practice mean now? In the contributions below, colleagues consider what teaching practices might look like next year and how we can support students as they transition in to higher education.
We invite colleagues to join us for a round-table discussion, focused on the resources below, that will be taking place on Monday 13th July, 11:00-12:30. To join the conversation, colleagues must first join the Annual Conference Teams site, which you can do by signing up here: https://tinyurl.com/FYNAC2020
Once you are a member of the Teams site, you can join the conversation taking place in the Inclusive Teaching and Transition channel.
Lucy Atkinson, University of Roehampton, What more do we have to offer? Good Practice and Impact
Lucy Atkinson, University of Roehampton, Personal tutoring provision on a Foundation Year – Experience, Recommendations and Suggestions
Gerald Dampier, Sam Hopkins, Carol Spencely, Rachel Stead and Robert Walsha, University of Surrey, Inclusivity through engaging Foundation Year students with the hidden curriculum
Eleni Meletiadou, London Metropolitan University, The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice
Simon Rimmington and Elliott Lancaster, Keele University, Is this the end of the ‘sage on the stage’? Life after COVID-19
Deanna Saunders, University of Roehampton, Flipping the classroom to enhance differentiated learning and teaching
Joanne Scott and Tina Harvey, University of Cumbria, Tools to succeed: Student perspectives on transitioning from foundation year programmes onto their chosen degree pathway