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“Snakes” and “Ladders”
              Interactive Workshop:

          A resource for realising inclusive
           curriculum design and delivery


Claire Eustance, UG Flex Project
“Snakes” and “Ladders”
Drivers
   Effective curriculum design;
   Cross-institutional collaboration & responsibility;
   Sharing of experience, effective practice &
     innovation in curriculum design and wider
     student experience;
   Embedding enhancements and policy:
     Greenwich Graduate and New Students’
    “Entitlement”;
   Interactive approach to staff development.
“Snakes” and “Ladders”
Development of the workshop:


An institutional journey involving multiple
stakeholders drawn from across the academic
and student support and professional services
spectrum.
Snakes                            Ladders
OBSTACLES students face to         STRATEGIES for retention,
  success and progression:           progression and success
o obstacles to integration         Specific, concrete examples of:
                                   o Enablers & Interventions
o obstacles to engagement

RETENTION & TRANSITION ACTIVITY:
i. Map the obstacles students face (the "SNAKES”) onto the
academic year (15 mins)
ii. Map the enabling interventions that work (the “LADDERS”)
onto the academic year (15 mins)
iii. Reflection / Group discussion: identify a ‘top’ obstacle and
the intervention/s to address it to share. (10 mins)
• Retention & Transition resources available via email.
• Short how-to guide available on JISC Design Studio now – set
  of resources to follow - jiscdesignstudio.pbworks.com/


•   Bowl, M (2003), Non-Traditional Entrants to Higher Education, London : Trentham Books
•   Cook, A, Rushton B (2008) Student Transition: Practices and Policies to Promote Retention. The STAR
    Project, University of Ulster. SEDA Paper 121
•   Lowe, H. and Cook, A. (2003) Mind the Gap: Are Students Prepared for Higher Education? Journal of
    Further and Higher Education, 27(1), pp.53-76.
•   Tinto, V (19932), Rethinking the Causes and Cures of Student Attrition, Chicago: Univ. of Chicago
•   Yorke, M & Longden, B (2008), The first year experience of higher education in the UK. York: The Higher
    Education Academy. Available at:
    http://www.heacademy.ac.uk/assets/documents/resources/publications/FYEFinalReport.pdf.




Sally Alsford s.e.alsford@gre.ac.uk
Claire Eustance c.eustance@gre.ac.uk

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Snakes and Ladders - Curriculum Design Openings up the Game

  • 1. “Snakes” and “Ladders” Interactive Workshop: A resource for realising inclusive curriculum design and delivery Claire Eustance, UG Flex Project
  • 2. “Snakes” and “Ladders” Drivers  Effective curriculum design;  Cross-institutional collaboration & responsibility;  Sharing of experience, effective practice & innovation in curriculum design and wider student experience;  Embedding enhancements and policy: Greenwich Graduate and New Students’ “Entitlement”;  Interactive approach to staff development.
  • 3. “Snakes” and “Ladders” Development of the workshop: An institutional journey involving multiple stakeholders drawn from across the academic and student support and professional services spectrum.
  • 4. Snakes Ladders OBSTACLES students face to STRATEGIES for retention, success and progression: progression and success o obstacles to integration Specific, concrete examples of: o Enablers & Interventions o obstacles to engagement RETENTION & TRANSITION ACTIVITY: i. Map the obstacles students face (the "SNAKES”) onto the academic year (15 mins) ii. Map the enabling interventions that work (the “LADDERS”) onto the academic year (15 mins) iii. Reflection / Group discussion: identify a ‘top’ obstacle and the intervention/s to address it to share. (10 mins)
  • 5. • Retention & Transition resources available via email. • Short how-to guide available on JISC Design Studio now – set of resources to follow - jiscdesignstudio.pbworks.com/ • Bowl, M (2003), Non-Traditional Entrants to Higher Education, London : Trentham Books • Cook, A, Rushton B (2008) Student Transition: Practices and Policies to Promote Retention. The STAR Project, University of Ulster. SEDA Paper 121 • Lowe, H. and Cook, A. (2003) Mind the Gap: Are Students Prepared for Higher Education? Journal of Further and Higher Education, 27(1), pp.53-76. • Tinto, V (19932), Rethinking the Causes and Cures of Student Attrition, Chicago: Univ. of Chicago • Yorke, M & Longden, B (2008), The first year experience of higher education in the UK. York: The Higher Education Academy. Available at: http://www.heacademy.ac.uk/assets/documents/resources/publications/FYEFinalReport.pdf. Sally Alsford s.e.alsford@gre.ac.uk Claire Eustance c.eustance@gre.ac.uk