FYN 2021 Conference
7th-8th July 2021, Keele University
Influence through Innovation and Disruption

Programme published – click here to view

Our aim is to help identify road-maps for change, providing inspiration through innovation and disruption. This may be through case studies or personal reflections that honestly embody the challenges to the current educational landscape.

What do we mean by innovation? It seems to be a very overused term. It tends to refer to something new or a change made to something that already exists. During these unprecedented times, we have all had to adapt to a brave new world of educational delivery and how we develop relationships in a digital world. How, as a sector, have we adapted and innovated to deliver a high-quality educational experience?

Disruption isn’t just about replacing something that is well defined and embedded but redefining what education should look like in a fast-paced complex knowledge-based society. The current restrictions to the pandemic have changed the current ‘space and place’ of working and learning. What have we learnt? What do universities have to offer for the future?


Day 1 Wednesday 7th July 

Conference Introductions Simon Rimmington (Director of Foundation Year, Keele)
Conference Welcome Professor Trevor McMillan, Vice Chancellor, Keele University


Fostering a Sense of Belonging in an Online Learning Environment: An IFY Perspective
Tina Harvey, University of Cumbria

Responding to informal feedback in an online environment
Bianca Sala, University of Sheffield

Is blended better? Interdisciplinary provision, student choice and ambiguous online realities
Zoe Enstone, York St. John University


Redefining ‘welcoming’ for an online setting- lessons from outreach and recruitment.
Dr Camilla Priede & Helen Roy,
University of Sheffield

From School to Surrey (and everything in-between): digital resources to support student transition.
Gerald Dampier, Sam Hopkins, Thomas Varnes, Emily Shepperd, Sophie Kellaher, Sara Pervez,
University of Surrey

Maintaining Student Engagement & Interaction
Lorraine Smith & Haruko Okamoto, University of Sussex


Building an oasis of calm in a sea of chaos: supporting students during COVID disruption.
Kelly Edmunds, University of East Anglia

Teaching Practical Science in Student Kitchens.
Bethan Gulliver, University of East Anglia

Delivering a practical skills module via distance learning
Karen Vernon-Parry, Sheffield Hallam University

Disrupting Education with Artificial Intelligence
Thomas Y. Chen, Academy for Mathematics, Science, and Engineering

Piloting a new Interdisciplinary Research Investigation Module Via Remote Teaching
Dr Lucy Atkinson, University of Roehampton


Saving face when face-to-face is cancelled: Maintaining the personal touch
Dr Rachel Staddon, University of Sheffield

2020: the lasting impact of the pandemic on HE students
Kay Dunn, University of Wolverhampton

Disrupting assessment in Art and Design
Marie Judge, Sheffield Hallam University

Sudden transition to online learning; a focus group study exploring foundation year’s students’ experiences about online learning at Keele University
Dr Naqash Masood and Dr Laura Hibberts, Keele University

Use of electronic workbooks to support student on-line learning
Steve Russell, Aston University


Students’ perceptions of asynchronous active student response activities for developing their understanding
Caroline Anderson and Beverley Allan, University of Nottingham

Foundation year innovation, challenges and opportunities during a pandemic
Dr Matthew Craven, Plymouth University

Blended delivery of group and peer review activities to support academic writing assessment
Ellie Davison, University of Lincoln

Flipped learning boosts exam performance for students with lower previous academic attainment
Ellie Davison, University of Lincoln

Reflecting on reflections
Pauline Cooke, Keele University


Large-scale delivery of Mathematics to mixed ability multidisciplinary scientists in a lockdown
Jeff Neat and Dr Adam Wootton, Keele University

Virtual laboratories: Is there a place for them within STEM learning and teaching?
Dr Amy Patten, Dr Rebecca Broadbent and Dr Darren Campbell, Aston University

Collecting fieldwork data as a remote student: using photo-editing apps
Helena Batalha, University of East Anglia


Applying laboratory skills in a home environment.
Michael Dibb-Fuller, Durham University

Exploring the research teaching nexus through a physics foundation year module.
Dr Carol Davenport and Dr Antonio Portas, University of Northumbria

Building the Foundations
Jason Cook and Estelle Damant, Loughborough University

Day 1 Wednesday 7th July 


It’s the journey not the destination; Personal Academic Coaching and Foundation Year Students
Marie Clifford and Emma Wheeler, University of South Wales

Lessons from group work on Zoom – bringing compassion into the foundation year
Fiona Elsted, University of Essex


Virtual communities of learning.
Dr Darren Campbell, Dr Rebecca Broadbent and Dr Amy Patten, Aston University

‘Multiflexing’ – teaching online and in-person at the same time
Dr Doug Ingram and Dr Peter Watts, University of Nottingham


Maximising Student Engagement in Pre-recorded Lectures
Amy Stickels and Anna Tranter, Warwick University

On or about March 2020, the world changed: Teaching Modernity during COVID-19
Dr Madeleine Newman and Dr David Ibitson, Leeds University


Active learning and the online flipped classroom.
Dimitrios Roxanas, University of Sheffield

The Prevent duty in the digital learning environment: Managing disruption and finding solutions.
Rachel Sankey, Arden University

Discussion panel – Lessons learnt. Looking to next year and next five years.

Close of conference

Find out more on the conference website