The University of Leeds is committed to ensuring that students have access to flexible learning opportunities, accommodating a variety of educational needs and lifestyles. This commitment is reflected in our wide range of online courses, distance learning programmes, and part-time study options, which allow students to tailor their education to their personal circumstances.
Our strategic approach to access and student success emphasises the importance of flexibility in higher education, recognising the diverse backgrounds and requirements of our student body.
How do our Foundation Years work?
Our Lifelong Learning Centre (LLC) offers three distinct foundation year programmes: the BA Arts and Humanities with Foundation Year, the BSc Business Studies with Foundation Year, and the BSc Interdisciplinary Science with Foundation Year: all three are designed to prepare a diverse cohort of students for academic success. These programmes are particularly tailored for individuals who meet certain widening participation criteria, ensuring that opportunities for higher education are accessible to those from underrepresented backgrounds.
The foundation years serve as a Level 0, or the initial year of an extended degree, where students engage in coursework and assessments parallel to their future degree programmes. This strategic approach not only equips students with skills pertinent to their chosen field of study but also fosters a seamless transition into Level 1 of their degree, contingent upon meeting the progression requirements set by their academic school.
The impact
Our foundation years have demonstrated a substantial impact on student progression, with an 82% average progression rate from foundation year to faculty over a span of five years. This figure is a testament to the robust educational foundation provided to the students, with around 180 students becoming eligible to progress annually.
Feedback from the AHFY Graduate Perceptions Survey (2017 – 2019) further emphasises these programme's effectiveness. Graduates have expressed their appreciation, with one stating, "The fact that the course was in the university and emulated an actual degree course made it the best form of access to higher education," and another saying: "The foundation year fully prepared me for degree study."
Introducing... our Academic Mentors
The introduction of academic mentors in the foundation year programmes has significantly enhanced the support structure for students. By offering a more personalised and proactive approach, these mentors fill a vital gap between the formalities of academic personal tutoring and the broader services provided by Student Education Services. Their role is crucial in identifying and addressing student needs early on, ensuring that any concerns about academic progress or engagement are met with timely and effective support.
The presence of academic mentors has also enriched the academic landscape of the programmes, allowing for the organisation of additional events that further the educational experience. This innovative support system not only fosters a more holistic educational environment but also empowers mentors to make a tangible impact on student success and well-being.
"Our role sits within the student support framework but outside of the traditional personal tutor to student relationship or Student Education Services structure," one mentor noted. "In this way, we exist in a space that is tailored to connect with students in an informal but supportive manner where they may feel more comfortable talking about any issues they are facing," they added. Another mentor shared, "....the ability to affect real and observable changes is perhaps the most rewarding part of this role."
To find out more about the LLC’s foundation years, get in touch by emailing studentsuccess@leeds.ac.uk.