SNAKES AND LADDERS INTERACTIVE WORKSHOP TOOL

Supporting effective curriculum design and delivery to maximise effective student retention and transition

THE TOOL

This SNAKES AND LADDERS INTERACTIVE WORKSHOP TOOL has been developed to help academic and

professional/ support staff who work with new students to understand more about these students’ needs

and the challenges they encounter and to explore strategies to address them before and on arrival and

during their first year (and beyond).

THE REQUIREMENT

Understanding, supporting and enhancing the experience of new students is a crucial part of a strongly-

supported learning environment and key to attracting and retaining a diverse range of students and

providing them with a quality curriculum and a truly transformative experience.

THE CONCEPT

Very simply, the motifs/rules of the children’s game “snakes and ladders” have been

used. The “snakes” are the challenges/barriers/pitfalls new students have described

when recollecting their first year of study at university. The “ladders” are the enabling

interventions that students and staff have identified as having a positive impact.

The board is a visual depiction of the first year, divided as follows: pre arrival, first

week, pre/post assessment, first term, second term, third term etc.

ACTIVITY (up to 2 hours)

Groups may choose to select a specific student cohort to discuss, for example, post-graduates, international

students, part-time students, January starters etc.

Working in groups participants study the “snakes” cards and discuss those they consider particularly

relevant/problematic or interesting, mapping them onto the board at the point/points when they believe

they become an issue for students. Annotate or add additional “snakes” as required.

Participants then repeat the process, this time creating (or using existing) “ladders” cards by writing down

the strategies they have used or would like to use.

The final part of the activity involves group reflection and feedback and agreement on any follow up actions.

Follow up actions may range from swapping contact details to sending round a summary of feedback to

participants or agreeing to trial a new activity in their school/with their seminar group.

RESOURCES

Willing participants (including students where possible)

Pre-printed & blank Snakes and Ladders cards (available for download at: http://jiscdesignstudio.pbworks.com/w/page/54698019/Snakes%20and%20Ladders%20Interactive%20Workshop%20Tool) Lining paper or large sheets of blank paper Bluetac, selotape, pens Large table / chairs Flip camera / camera Refreshments

EVIDENCE / SOURCES

Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British Education Research Journal, 33:2, 235-252. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks) Cook, A. & Rushton, B. (2008) Student Transition: Practices and Politics to Promote Retention. The START Project, University of Ulster, SEDA Paper 121) Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education, (Abingdon: Routledge) Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The Higher Education Academy) Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London & Philadelphia Falmer Press) The University of Greenwich’s Statement of Student Entitlement. Go to http://www2.gre.ac.uk/about/policy - Academic - New Arrivals and Transition Policy

USE IN PRACTICE

The tool has been trialled at external conferences/workshop and with more than 80 members of staff at the

University of Greenwich who came together in a range of different groups – cross-institutional, school-specific and

as a single academic programme team.

Photos from the Blended Learning conference workshop session (2012)- "Winning hearts and minds: Tools and

techniques to engage staff in curriculum change initiatives - IBLC 2012"

Feedback from University of Greenwich staff was overwhelmingly

positive , with over 90% stating that their expectations were satisfied.

Feedback from participants described the session as “brilliant” and an

“excellent learning experience”.

One participant reported unmet expectations “in a

good way”, having expected an “outline of procedures

for induction week” but finding the snakes and ladders

exercise on student experience very useful.

All those who gave feedback found the workshop

constructive and evaluated it as providing “interesting

discussions and different perspectives”.

One noted that “the game of snakes and ladders got people talking and sharing their experience and solutions.”

It was common for the workshop to end with staff exchanging contact information in order to continue the dialogue.

Staff tell us they valued especially the “interaction with

other staff and especially discussion with the student”

and “the group work solutions”.

Resources for this activity are available at www.jiscdesignstudio.pbworks.com