Cultivating Culture Change: A Department Wide Journey

The changing demographic of Foundation Degrees’ (FD) shows younger students with limited work experience studying alongside traditional mature, experienced workers. It was important to ensure learning approaches are designed in a way that are relevant for all students’ academic ability and learning experiences (Race 2007; Entwistle 2009). The Universal Design for learning (UDL) (Mason 2018) approach was introduced to the Department in response to the data on achievement and retention which highlighted the need for new direction. With increasing student numbers and various learning needs came the need for teaching approaches which develop an inclusive community of learners and practitioners.

Prior to the development of learning and teaching materials, the Department required clear understanding of the UDL approach and its capacity to successfully support FD student learning. Any challenges to implementing different pedagogical approaches were identified through reflection and group evaluation of proposed changes (McRoy & Gibbs 2009; Keesing-Styles et al 2014).

Initial training was provided by the Head of Department and an expert from another college supporting staff to self-audit, trial new learning/teaching strategies and reflect on their interactions with students and their peers. Taking a Department wide approach allowed staff to reflect, question, observe and cooperate when testing new ways of teaching. By working collaboratively, the teaching team have become a community of learners enabled to reflect, challenge and apply new approach to their practice. This significant development has created a collegial community willing to progress new ideas and approaches into the next academic year.