I am a Teaching Fellow in Learning Development attached to the Foundation Programme in Business, Economics and Management at the University of Surrey, and began in this role in 2018.
Previous experience includes 14 years in English for Academic Purposes and Learning Development at Royal Holloway, University of London. I have extensive experience of academic management in the university and private sectors, including eight years as Programme Director of the Pre-Masters Diploma for International Students at Royal Holloway, and seven years as Director of Studies for Languages at Multi Lingua in Guildford. I have also taught English as a Foreign Language in the UK, Greece and Japan.
This paper discusses the establishment of two new foundation year programmes at the University of Surrey; one in the Faculty of Engineering and Physical Sciences and the other in the Faculty of Arts and Social Sciences. Specifically, it explores how the programmes have been constructed and how programme teams have attempted to avoid the ‘deficit model’ by adopting a student-centred approach that focuses on the development of successful students when considering staffing expertise and curriculum design. This is followed by an exploration of staff and student perspectives on what constitutes a successful foundation year student. Finally, the paper comments on how success will be measured in the future, suggesting that, whilst specific metrics might serve as indicators of success, no single metric is likely to capture the complicated nature of what success is and what it looks like for the individuals we teach. Overall, the paper suggests that the question, ‘What is a successful foundation year student?’ should be considered carefully in the process of designing and developing foundation year programmes.