Snakes and Ladders - Curriculum Design Openings up the Game

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Slides from a short presentation given by Claire Eustance from the University of Greenwich on a resource for realising inclusive curriculum design and delivery.
Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389

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Snakes and Ladders - Curriculum Design Openings up the Game

  1. 1. “Snakes” and “Ladders” Interactive Workshop: A resource for realising inclusive curriculum design and deliveryClaire Eustance, UG Flex Project
  2. 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. 3. “Snakes” and “Ladders”Development of the workshop:An institutional journey involving multiplestakeholders drawn from across the academicand student support and professional servicesspectrum.
  4. 4. Snakes LaddersOBSTACLES students face to STRATEGIES for retention, success and progression: progression and successo obstacles to integration Specific, concrete examples of: o Enablers & Interventionso obstacles to engagementRETENTION & TRANSITION ACTIVITY:i. Map the obstacles students face (the "SNAKES”) onto theacademic 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 andthe intervention/s to address it to share. (10 mins)
  5. 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.ukClaire Eustance c.eustance@gre.ac.uk

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