The University of Lincoln Science Foundation Year (SFY), an initiative to widen access to Higher Education, was launched in September 2017. SFY provides an alternative route for students who do not meet the standard entry requirements, have taken a break from education or have non-traditional qualifications. It constitutes a fully integrated Year Zero for 37 different BSc (Hons), BEng (Hons) and Masters programmes across five Schools in the College of Science (Mathematics and Physics, Chemistry, Life Sciences, Pharmacy and Engineering).
Students study a combination of modular curricula, tailored for each School, along with core modules designed to develop mathematical and academic study skills. Students also experience an enhanced level of personal tutoring, pastoral and academic support to encourage their confident transition into Year One.
SFY was developed under the leadership of Kerry Blagden (SFY Director and Chemistry lead) and the founding team of Jayne Simmons (Senior Tutor and Physics lead) and Ellie Davison (Wellbeing, Equality, Diversity and Biology lead). The planned first cohort was 30 students, increasing during clearing to 90 and further surpassing expectation with a 2018 intake of 180.
As the course expanded, the team recruited Dave Spafford (Digital lead and Mathematics lecturer), Tom Hobson (Student Engagement Champion and Mathematics lecturer) and Fiona Bissett (Health and Safety lead and Mathematics and Physics specialist). From their inception, SFY’s aim has been to enhance their students’ skill development via collaboration between staff, students and external bodies. All teaching modules have been planned and delivered collaboratively with both SFY team members and destination school representatives. Student voice has been a vital part of the development of the course and external lecturers, whether researchers or professionals, have delivered sessions to maximise the range of skills that students (and staff) develop.
SFY have, in just 18 months, worked together to design and deliver exceptional quality teaching and academic and pastoral guidance to a dramatically expanding cohort, enabling a diverse student population not only to successfully participate in higher education but to thrive. Furthermore, the team’s collaborative approach has begun to impact an array of policy, practice and provision both within and beyond the institution.
