The 2020-21 academic year was a year like no other. Due to the Covid-19 pan-demic, many students beginning university in 2020found themselves moving away from the support of their friends and family and starting their degree under challenging circumstances. This paperdiscussesthe approaches taken to support more than 200 students from across the University of East Anglia’s Science Found-ation Year courses with their transition to university study. Never before have whole cohorts of students at UK Higher Education Institutions had to engage with their studies in a wholly virtual space, without being able to leave their homes, see their peers or meet lecturers face-to-face. Never before have we, as lecturers, had to counsel and support so many students attempting to engage whilst grieving, to learn whilst recovering and to progress whilst mentally struggling. By reimagining our role, listening to the students and being responsive to student feedback, we found that we were able to provide calm in an otherwise uncertain and chaotic world. The pandemic forced us to make changes butan unexpected result of this was that we built a collaborative learning community and started hearing our studentsin ways we were not experiencing when teaching primarily face-to-face.
|Number of pages||11|
|Journal||Journal of the Foundation Year Network|
|Publication status||Published - 2021|