As a result of reflecting on the first stage of the intervention and planning the next steps, I also explored the Make the Grade workshop, a UAL university-wide initiative that delivers unit-specific sessions tailored to various courses and programs. The evaluation of these sessions, which I attended and later analyzed through supporting documentation, provided valuable insights. This analysis significantly informed the development of physical resources—such as cards and templates that serve as the tangible outcomes or “products” of this intervention.
In this unit, we have a similar session called Fit to Submit, which provides students with a clear understanding of the submission deliverables. It equips them with checklists and guidance to ensure they are adequately prepared for submission. Building on this framework, I developed an additional session titled Design Surgery to offer targeted support for lower-achieving students, focusing on helping them advance their work before submission deadlines.
Unlike traditional one-to-one tutorials which, given limited staff and large cohorts, can be insufficient or impractical, Design Surgery offers a more structured group environment. The session functions as an in-person extension of the Make the Grade approach. It enables students to engage with examples representing a range of grades, deepening their understanding of quality expectations and fostering their knowledge. Additionally, it incorporates small, actionable tasks that students complete during a supervised, six-hour Open Access session. This drop-in workshop format makes use of the physical resource, such as the mentioned cards and templates, that were specifically designed to facilitate these interventions.
By combining guided instruction with hands-on practice, Design Surgery provides a dynamic and supportive environment that not only enhances individual student outcomes but also maximizes the efficiency of staff resources.