Understanding Foundation Year Students’ Transition into Higher Education, through Digital Storytelling.
This research-informed initiative explored experiences of students during transition onto an Integrated Foundation Year in Art and Design Year (IFYAD) to further develop curriculum and pedagogy, enhance transition and improve retention and progression. This involved collaborative working between course level academics and institutional researchers. An innovative approach of digital storytelling was used instead of a paper based Personal and Professional Develop Plan (PPDP). The project team analysed qualitative data gleaned from these assessment based digital stories.
The findings have now been published: Austen, L. Pickering, N & Judge, M. (2020) Student reflections on the pedagogy of transitions into higher education, through digital storytelling, Journal of Further and Higher Education, available here: Click to access this article.
Emerging findings were also communicated at recent presentation at the Foundation Year National Annual Conference 2019: FYNAC-Presentation2019final
Below is a selection of student stories which highlight the diversity of experience at SHU and the targeted lifecycle approach we take to supporting them. Click on each image to view the short videos.
Tags: retention; induction; Student Union
Tags: placement; employability; confidence
Tags: wellbeing; support; achievements
Tags: resilience; failure; success; role models
Tags: support; confidence; extra-curricular activities
Tags: carer; aspirations; employment