3 In 2025, the Faculty of Art, Design and Architecture (FADA) placed a strong emphasis on student success, with a particular focus on enhancing learning in the first year. This was in response to a significant change in the admissions process, which shifted from portfolio-based selection to admission based on APS score ranking. While this broadened access, it also meant that departments had limited insight into students’ prior exposure to, or understanding of, their chosen disciplines. This shift required a more deliberate alignment of first-year teaching approaches across departments. Throughout the year, faculty-level teaching and learning discussions focused on how best to support a diverse and, in some cases, underprepared cohort. These engagements prompted departments to reflect critically on their pedagogical practices and to adapt their approaches in responsive and, at times, innovative ways. A key intervention was the introduction of structured teaching and learning discussion sessions, involving all staff teaching within departments. These sessions created an open forum for reflection and debate, while enabling faculty management to identify shared challenges and areas requiring support. Data on module success rates, module loads and student performance informed these discussions, grounding them in evidence-based analysis. A recurring concern was the number of students who had enrolled in programmes that were not their preferred choice, had been enrolled by others, or who viewed FADA as a pathway to transfer into other faculties. This misalignment often resulted in disengagement, which in some cases manifested in poor attendance or nonparticipation in final assessments. While some departments were successful in reorienting students towards their chosen disciplines, others experienced higher levels of attrition. These insights informed adjustments to enrolment and support strategies for the 2026 cohort. Four discussion sessions were held during the year, culminating in a comprehensive firstyear performance reflection at year-end. Prof Desiree Smal Vice-Dean | Teaching & Learning Teaching and Learning INTRODUCTION | VICE-DEAN A focus on student success through discussion
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