Operational and pedagogic changes to the foundation year engineering curriculum to improve engagement and progression

The Engineering Foundation Year at Teesside University aims to bridge gaps in mathematics, physics and study skills in preparation for Year 1 of all our Engineering courses. In the 2023-24 academic year, the Course Coordinator worked with the Department Management Team to redesign the course with a view to improve engagement and progression. This paper will explore the principles behind the development and operation of the new Foundation Year and reflect on the performance of the first cohort in 2024-25.

Implementing recognised pedagogical methods, the course presents an integrated curriculum, a move away from end of course assessment by using online weekly tests to give immediate progress indicators and a portfolio approach to achievement of KSBs required for successful study at BEng.

The students’ timetables have been designed to support the students’ sense of belonging and improve engagement by integrating modules’ activities including pairing of labs in the modules so that a lab can be used to cover skills from two modules, student-friendly timetabling in 3 X 4hr blocks and groups maintained over the year.

Implementing the above changes has required a considerable amount of collaboration between the Course Coordinator, Module Teams and Department Management, as well as a mindset shift with regards to the planning and operation of taught sessions. This paper will provide a critical evaluation and reflection of the first iteration of the new Foundation Year, and discuss lessons learned and potential enhancements.