Foundation Year Network Annual Conference University of

Wednesday 10th July 2019 (DAY ONE)

10.00 – 10.30 Registration and coffee - Lounge, Conference Centre Bramber House 10.30 – 11.00 Welcome, introductions and ice-breaker – Willy Kitchen - Terrace Room

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, (). - Doing right by students: Steve Maw and Ellen Avery ().

Panel 2: Identities – Chair: Fawzia Mazanderani - Gallery Room 2 - Past selves and the transition to an academic identity: Simon Williams (). - Class in t’class: using the experience of class in teaching: Jackie Ferguson and Sarah Hale, (). - Confidence players? Young men commencing studies in UK business schools: over- confident and under-performing: David Grundy ().

12.30 – 13.15 LUNCH – Terrace Room

13.15 – 13.45 Adam Finlayson, – 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 ().

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 (). - 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). - How learning visually can open doors to learning: John Walker (University of Sussex).

16.45 – 18.15 AGM - Terrace Room

18.30 – 19.30 DRINKS RECEPTION - Institute of Bar Foundation Year students from the School of Mathematical and Physical Sciences will showcase a series of interactive outreach demonstrations during the drinks reception.

.30 – 21.00 DINNER - Institute of Development Studies

Thursday 11th July 2019 (DAY TWO)

09.15 – 09.30 COFFEE - Lounge

SESSION 4: Examining the deficit model – Chair Wendy Garnham - Terrace 09.30 – 11.00 Room - Combatting the deficit model in Foundation Year Mathematics: ethical admissions and inclusive curricula: Matthew Craven and Jenny Sharp (). - A Philosophy for the Foundation Year of Higher Education? Gareth Dyer (Cardiff Metropolitan University). - In praise of a deficit model: Paul Howes ().

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 (). - 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 ().

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 (). - 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