Abstract
Other contributors to this book have articulated why foundation year programmes exist and have explained the considerable value these programmes of study have for students. In this chapter, we will focus on how and why foundation years are well-placed to foster the enhancement of teaching and learning development practices in higher education (HE). This can benefit institutions beyond the immediate impact on foundation year students, influencing the pedagogy and practices across other institutional foundation year and undergraduate programmes. We will share the structure, processes, and culture which we feel make foundation years key places for teaching and learning development before sharing some of our institutional experiences as examples, highlighting themes that will be common to many higher education institutions across the UK. We solicited examples, reflections and opinions from colleagues who teach on foundation year programmes at the University of Surrey through a simple survey and followed up with short, informal interviews to better understand the examples presented herein.