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Foundation Degree Sustainable Communities
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  1. Foundation Degree Sustainable Communities Workshop at the Northumbria Programme and Subject Leaders’ Conference 2009

  2. Purpose of workshop • To outline some of the key attributes of the Foundation Degree, • To explore some of the decisions taken in relation to curriculum, learning and teaching approaches, assessment and delivery, • To outline early stage student feedback on their experience of the programme, and • To seek contributions and observations from colleagues on the case study

  3. Background • The Sustainable Communities Plan (2003) • Egan Review/ Egan Wheel • Generic and Technical Skills • Establishment of RCE’s and ASC • Sounding Board to develop FD • ASC FD Framework • First Foundation Degree in Sustainable Communities (Sheffield Hallam) • Collaborative approach by SBE and SASS to develop Northumbria’s FD in SC

  4. Foundation Degree • The Foundation Degree is a three year, part-time, programme of study (120 credits L4, 120 credits L5) • Joint delivery between Schools of the Built Environment and Arts & Social Science • Focus on widening access and participation • Meeting and reflecting local needs • Work/practice based learning

  5. Foundation Degree Launched September 2008

  6. Foundation Degree Launched September 2008

  7. Foundation Degree Partnerships with industry • Local employers • Consultation on curriculum, assessment and delivery • Guest speakers • Field visits • Homes & Communities Agency Academy (Formerly Academy for Sustainable Communities) • Chartered Institute of Housing

  8. Curriculum • Developed through consultation with ASC and local employers, • with recognition of FD and subject specific benchmarking statements • Strong focus on multi-disciplinary nature of the Government’s ‘sustainable communities’ agenda • Incorporates PDP and reflective practice approaches

  9. Learning & Teaching • Teaching and learning involves a mix of • traditional lectures, • discussion groups, • examination of case study material, • directed learning, • site visits and • guest presentations

  10. Assessment • Work based • Skills based • Professional skills • Study skills • Reflective practice • Assessment for learning • Professional practice

  11. Delivery • Block teaching on Friday and Saturday once a month. • Directed ‘mini-project’ work to apply principles in practice between blocks at Uni • elearning resources

  12. Challenges • Most people are unsure what a Foundation Degree is • Fees (esp VCS) • Mix of students • Move to Unitary • Economic Downturn • Delivery • Collaborative School approach (administration)

  13. Initial Student Feedback

  14. Initial Student Feedback “Personally, I think the new Sustainable Communities course at Northumbria is great. Not only because it covers a wide range of subjects which link into my current role as a Housing Officer, but also because I'm only required to take one day per month out of my working calendar to attend University. I am coming to the end of my first academic year, and feel that i've learnt so much already. I have also been able to apply my newly acquired skills and knowledge at work, which has had a great impact on the quality of work that I produce. I would highly recommend this course to anybody working in a similar role.”

  15. Next steps • New markets • Widening access/participation • Revisions to delivery • Reflections on reflective practice • Incorporating ELLI • Field study • Inter-organisational student projects

  16. Your feedback • Comments, questions all welcome • Particularly examples of your own approaches which might help improve the FD