A Wellspring for New Pedagogical Approaches: The Importance of Foundation Years for Universities

  • Daniel James Feather Liverpool John Moores University
  • Christinna Hazzard Liverpool John Moores University
  • Jan Andre Lee Ludvigsen Liverpool John Moores University
  • Silvia Cont Liverpool John Moores University
  • Katie Taylor Liverpool John Moores University

Abstract

In the context of increasing hostility towards the value of foundation years in universities, this article seeks to emphasise their value in helping develop new pedagogical approaches which can be replicated at all levels of undergraduate study. Owing to the diverse nature of foundation years, practitioners who work on these courses develop a range of innovations to promote engagement, attendance, attainment and retention. The impact of the Covid-19 pandemic on the educational experience of many young people, combined with the implementation of stringent performance indicators by the Office for Students makes these strategies more important than ever in supporting students at all levels of undergraduate study

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Author Biographies

Christinna Hazzard, Liverpool John Moores University

Christinna Hazzard (C.K.Hazzard@ljmu.ac.uk) is a Lecturer in International Relations and Politics at LJMU. She has published research on the postcolonial politics of the Nordic region and is currently working on a monograph about the political and cultural significance of the semi-periphery. She has worked as a research assistant on the BA and heritage lottery funded project “War Widows’ Stories” and is part of a joint project researching the impact of Arts and Humanities Foundation years on diversity and social justice in Higher Education.

Jan Andre Lee Ludvigsen, Liverpool John Moores University

Jan Andre Lee Ludvigsen (J.a.ludvigsen@ljmu.ac.uk) is a Senior Lecturer in International Relations and Politics with Sociology at Liverpool John Moores University, UK. His research focuses primarily on social and political issues in sport and leisure.

Silvia Cont, Liverpool John Moores University

Silvia Cont (s.cont@2019.ljmu.ac.uk) is a postgraduate researcher at the School of Education, Liverpool John Moores University. Her research includes Outdoor Learning employment within Initial Teacher Education courses, focusing on the Forest School approach and Human-Nature Connection. She also works as Research Assistant at Early Years Department at Edge Hill University supporting Research Circle research with local Early Years settings.

Katie Taylor, Liverpool John Moores University

Katie Taylor (K.L.Taylor@2014.ljmu.ac.uk) is a PhD Researcher in English Studies at Liverpool John Moores University. Her thesis considers how early twentieth century African American children’s literature navigated the complex place of Black childhood within and against the dominant notions of American childhood. Katie was granted a Short-Term Fellowship at The Huntington Library for 2023/2024 to begin research on her next project ‘Segregating the Outdoors: African American Childhood in Literatures of the Environment’

Published
2024-07-06