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Faculty Development Programmes Accra, Ghana November, 2008.

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Presentation on theme: "Faculty Development Programmes Accra, Ghana November, 2008."— Presentation transcript:

1 Faculty Development Programmes Accra, Ghana November, 2008

2 2 The Experience of the University of the West Indies Presented by: Marlene Hamilton Professor Emerita © November 2008

3 UWI committed to sharing best practices, especially where this involves South/South partnerships We have much to learn from each other in key areas, e.g. Staff Development, particular so for young scholars: catch them when they are fresh and anxious to make a difference. 3

4 4 Introducing the UWI

5 5 Introduction Cont’d Serves 15 Countries of the English Speaking Caribbean Founded in 1948 as a College of the University of London (UCWI) First Campus established at Mona, Jamaica First Faculty – Medicine (33 students)

6 6 Introduction Cont’d Second Campus established in Trinidad & Tobago in 1960 (St Augustine) Third Campus established in Barbados in 1963 (Cave Hill) Student body – currently over 40,000 Gender composition – 80% Female, 20% Male

7 7 The Academic Programme Faculties – Education & Humanities; Engineering, Law, Medical Sciences, Pure & Applied Sciences & Agriculture, Social Sciences Professional Institutes & Research Centres (Tropical Medicine, Business, Nuclear & Applied Sciences, Criminal Justice etc.)

8 Staff Composition 1544 full-time (all categories) 56% male, 44% female Academic staff breakdown Professorial11% Senior Lecturer20% Lecturer50% Other19% Nearly 80% Caribbean nationals 8

9 STAFF DEVELOPMENT The Early Days (pre–1990) Academic qualifications the only concern (promotion based on R&P), despite complaints about issues such as quality of teaching, attention to students’ needs, etc. −Suggestion that faculty should be required to complete DipEd (or set of related courses) strongly resisted by existing staff −Orientation for “new” recruits introduced, but not particularly successful 9

10 School of Education Initiatives (early 1990s) Increased demands from students for improved teaching and assessment practices (plus evidentiary input from research findings) prompted action Training Committee set up in School of Education 10

11 School of Education Initiatives (early 1990s) Cont’d Three-year link established with University of Surrey under CHICHE Link funded by the British Council to allow for exchange of visits to observe and strengthen activities related to staff development 11

12 Institutional Developments (from 1992) Staff Development Units established in 1992 on each campus to build on the Education initiative. Arose because of the UWI’s intention to formalize evaluation of faculty for judicial purposes. Counter-argument called for diagnostic measures to be in place before the introduction of judicial considerations. 12

13 Institutional Developments (from 1992) Cont’d Main Objectives: To develop skills in teaching and the assessment of learning; To develop a personal philosophy of teaching and learning in faculty. 1996 Commission on Governance placed centralized role re policy governing staff development under the Board for Undergraduate Studies. Name changed to Instructional Development Units to better capture intent. 13

14 Institutional Developments (from 1992) Cont’d Staff development and the importance of teaching and learning reflected in UWI’s last two Strategic Plans. Current Strategic Plan (1997-2012) for example, has the theme, “Teaching and Learning” – quality of teaching measured by proportion of teaching staff certified and proportion participating in training. 14

15 Some Activities of the IDUs (to present) Annual Teaching Skills workshop Methodology Workshop (topics including “Teaching Large Groups”, “Active Learning”, “How Students Learn”, Feedback - Giving and Receiving”) Course Design workshop Role of Academic Advisors workshop Assessment methodology 15

16 Some Activities of the IDUs (to present) Cont’d Specific requests from departments for assistance (e.g. “Making Chemistry meaningful to students”); also to public bodies 16

17 Some Activities of the IDUs (to present) Cont’d Programme Development – developing postgraduate programmes to address tertiary- level teaching and learning (PG Diploma in Tertiary Level Teaching & Learning leading on to a master’s degree with further study in the area; also a Certificate programme specifically designed for UWI faculty in Teaching & Learning ) (in response to Strategic Plan) 17

18 Some Activities of the IDUs (to present) Cont’d SoTL Programme (Scholarship of Teaching & Learning). Core group of faculty who have shown interest and dedication to improve their practice meeting twice per semester to present special workshops showcasing best practices. Open to university community 18

19 Different Approaches Rewards Staff Development, Fellowships and Scholarships Study Leave Book Grant Special Programmes for Women Academics Mentorship and Leadership 19

20 REWARDS Vice Chancellor’s Awards for Excellence - based on the philosophy that UWI’s ability to achieve its Mission is dependent on the performance of faculty and students. Eight awards annually (US$5,000 each) in set categories including “Outstanding Teacher”, “Outstanding Researcher” and service components 20

21 REWARDS Cont’d UWI/Guardian Life Premium Teaching Awards – to recognize outstanding teaching accomplishments; exclusively for teaching and all relevant aspects that help create an environment in which teaching is valued and fostered. 21

22 REWARDS Cont’d Principal’s Research Awards “60 Under 60”- special publication in recognition of UWI’s 60 th Anniversary Faculty/Departmental Awards 22

23 STAFF DEVELOPMENT SCHOLARSHIPS & FELLOWSHIPS ACU scholarships & fellowships ACU Titular Fellowships (tenable in the UK, Canada) Chevening Scholarships (for Master’s in HR Management offered by Westminster University, UK) Commonwealth Split-Site scholarships for doctoral studies 23

24 STAFF DEVELOPMENT SCHOLARSHIPS & FELLOWSHIPS Cont’d Fulbright-LASPAU (specifically for beginning/mid-career academics) Campus fellowships Special departmental strengthening awards (e.g. Faculty of Social Sciences arrangement with Ohio State U to train graduates from their Master’s programme to the PhD level). At that time, training not available in the field at UWI. STUDY LEAVE 24

25 STUDY LEAVE Based on the premise that faculty require leave to update their information base and other skills Study Leave (an entitlement – 3 months every three years) Annual Study & Travel Grant Sabbatical (every 8-10 years, depending on ranking) Assisted/Fellowship Leave 25

26 BOOK GRANT Permits journal subscriptions, purchase of books, etc. for self-development 26

27 THE SPECIAL CASE OF WOMEN ACADEMICS More female graduates, and with better degrees, yet, fewer females on staff, and generally in lower categories (Assistant Lecturer, Lecturer) 27

28 THE SPECIAL CASE OF WOMEN ACADEMICS Cont’d “Old Boys’ network” evident, so appropriate role models, networking very important for women. Being addressed formally through the Centre for Gender and Development Studies, and informally through senior women acting as mentors to young staff 28

29 THE SPECIAL CASE OF WOMEN ACADEMICS Cont’d Special programmes such as the ACU’s “Women and Management in Higher Education” to develop leadership skills in middle-level female academics. 29

30 MENTORSHIP AND LEADERSHIP Importance long recognized, but mainly practiced in an informal context General statement now in university policy documents such as “the role of Heads of Department and Deans in the development of young staff”; “the role of supervising professors of postgraduate students” 30

31 MENTORSHIP AND LEADERSHIP Cont’d Growing awareness that this was needed at a much earlier stage (i.e. for students – undergraduate and graduate, since a sizeable number join the faculty upon graduation each year) Decision taken in 1992 to introduce Mentorship and Leadership programmes for students. 31

32 MENTORSHIP AND LEADERSHIP Cont’d Both very successful and programmes have grown tremendously on the three campuses as part of the student development thrust Spin-offs; other institutions have adopted the programmes (particularly mentorship) and a form now being used with staff. 32

33 MENTORSHIP AND LEADERSHIP Cont’d No secret to the overwhelming success of these programmes; rather, they represent a reaffirmation of some of the important foundations of higher education. 33

34 34 Thank you. −Keep things simple when starting out −Above all, be prepared to be flexible


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