Welcome to the Family: The Indoctrination or Emancipation of Introducing Students to Architecture School Through Foundation?

This research was presented at the European First Year Experience Conference in Copenhagen, alongside my colleague Emily Crompton from Manchester Metropolitan University. It explores how architecture and design education can better support students transitioning from rigid pre-university structures into open-ended, exploratory learning. Many first-year students struggle with this shift, impacting their sense of belonging and confidence. This paper examines two student projects - ‘Strap-On’, which explores identity through body, function, and space, and ‘Outside’, which embeds students in professional environments beyond the university. Both initiatives foster community, autonomy, and critical engagement with design culture. By questioning architectural norms, this pedagogical approach empowers students to challenge and reshape studio culture, ensuring they feel a sense of belonging and agency to innovate.