Sowing the seeds of student success the power of learning development in foundation year programmes

Like watching seeds germinate, grow and flourish we advocate for an approach to learning development that cultivates confidence, motivation and success as a long-term endeavour in line with Ileris’s 3 dimensions of learning ( 2002). This presentation demonstrates the sustained and long-term impact of holistic learning development approaches on Level 6 learners who study integrated foundation years. Against a changing backdrop of challenges which have questioned the funding, status and prestige of Year 0/Level 3 work within our HE institutions we present evidence of impact and explore the pedagogy that creates meaningful long-term improvements in academic attainment across the our multi-discipline Level 3 that involves collaboration cross institution. Following this interdisciplinary approach, we compared data for Level 6 learners who did and did not take a foundation year. In 23/24 those Level 6 students who completed a foundation year frequently outperformed their contemporaries without a foundation year including having higher pass rates and lower rates of resubmission and retakes. This impact is even more acute for Level 6 Black learners whose pass rate was 7% higher and their reassessment rate was 5% lower than their contemporaries without a foundation year. Linking data with practice we will show cross-disciplinary pedagogies have nurtured these learners to create these long-term gains. We are excited to share a range of examples that transcend disciplinary boundaries that show holistic approaches to learning that have supported not just academic development but embraces the whole learner. We also bring with us first-hand experience with the perspectives of a Foundation Year student turned member of staff.