PROPOSAL FOR RE-ESTABLISH A CENTRE FOR LEARNING AND TEACHING
HUMAN RIGHT AND EMPOWERMENT OF WOMEN EDUCATION
VISION
The centre for learning and teaching is a place where college faculty staffs, students, and community member’s work in collaborative environment to centre rich engaged learning and teaching experiences, the centre increase student success, build vital community partnership and invite individual to become member of an intellectually diverse active learning community
Submitted by Davis john ochola
director of ochola teachers college
At may 2017
Content
1. Executive summary ……………………………………………………………1
2. Introduction …………………………………………………………………………2
3. Community of practice membership………………………………………..5
4. Section I……………………………………………………………………………….5
5. Section II…………………………………………………………………………….12
6. Section III…………………………………………………………………………..16
7. Conclusion ………………………………………………………………………….17
8. Addendum A director job description……………………………………..17
9. Addendum B community of practice meeting notes ………………..18
I Executive summary
This document proposes re establishment of the centre for teaching and learning at the college of Ochola teachers college. The vision for this unit outlined in this proposal has been developed through a collaborative process during the past nine months including campus –wide, vision – crafting process that involved faculty, staffs, administration, a review of multiple existing centre formats and support world link teachers career centre in Nairobi Kenya
This document provides the rationale for establishment of the centre for teaching and learning CTL as an important enabling mechanism for achieving our institutional goals of increasing retention and graduation rates by providing outstanding instruction and support. It outlines the centre function in the context functional of our institutional priorities
1.0 Centre goal
The centre for excellence in curriculum engagement will a engage college faculty ,staff students ,and community members work in collaborative environment to create rich services engaged learning and teaching experience , contributed significant increase in students retention and graduation rates
1.1. The proposed Center will be:
Integral to the academic mission of the college
Essential in offering stronger and more integrated support services to it is students
Led by experienced faculty, staff, and students
Housed in hall and integrated in work with both students affairs and academic affairs
Charged to build the capacity of the college to integrate teaching , learning and scholarship with engagement through services –learning and related academic initiative
Provide curricular support for both traditional and e-learning courses and environmental
Position the institution as a leader in effort to advance civically –engaged teaching learning and scholarship
The centre will have the capacity to;
Establish and maintain long term sustainable, mutually-transformative partnership across the campus and between the campus and the broader community
· Leverage campus and state collaborations to that each benefits the other
· provide seamless support between and among student service areas (including advising, tutoring, counseling, etc.), productively involving both staff and faculty in these areas
· expand into new, relevant programming areas
· connect systematically with related initiatives on campus (such as General Education, distance education, assessment, undergraduate research, etc.)
· collaborate with faculty, staff, students, community members, and programs engaged in related forms of experiential, community-based teaching, learning, and scholarship, thereby helping to strengthen such efforts and generating new models for effective curricular engagement across a range of venues (e.g., internships, undergraduate research, learning communities, etc.)
1
· garner external funding in support of the teaching, learning, and scholarship activities associated with curricular engagement
1.2 Center Funding:
In support of this work, the Project Compass initiative has made available a significant part of its Year Four final budget of $181,000. This includes approximately $50,000 that may be applied to the salary of a Center Director (in whatever form such financial support takes), the assignment of an Administrative Assistant toward the Center’s services and operation, and the assistance of the Activities Coordinator of the Native Education Center. This funding is available through December 31, 2016, after which time the college will assume all budgetary responsibilities.
1.3 Center Administration:
In support of the Center, we recommend the following administrative structure:
Responsible administrator: director of ochola teachers college
Center Director (See attached job description)
Center Advisory Board: Comprised of no fewer than six members (excluding the Center Director), including the Director of Advising, Director of Student Support Services, Director of Career Services, Director of the Writing Center, and the Chairs of Arts and Sciences and Professional Programs.
The Center Director should also work closely with pertinent individuals associated with Institutional Technology, Institutional Research, and Curriculum Design.
1.4. Introduction
The college mission statement concludes with the following commitments:
· Close student, faculty, and staff interaction in support of intellectual growth and personal development;
· Diversities of culture, age, and nationality among both students and staff;
· Public service which promotes the well-being of the state’s citizenry; and,
· A global consciousness.
According to the Liberal Education and America’s Promise Initiative of the Association of American College and Universities, college and universities should engage in seven principles of excellence (see http://www.aacu.org/leap/ for further information):
· Inclusive excellence for the entire educational experience
· Focus each student’s plan of study on achieving essential learning outcomes (and assess programs providing those outcomes)
· Immerse all students in the arts of inquiry and innovation
· Teach through the curriculum to far-reaching and global issues
· Connect knowledge with choices and action as we prepare them for citizenship by means of engaged and guided learning
· Emphasize personal and social responsibility in all fields of study
· Use assessment to deepen learning and establish a culture of shared purpose and continuous improvement.
Multiple programs and several initiatives have undertaken, over the years, to carry out the college ’s commitments and, more recently, to engage more systemically in the principles called for by the AAC&U. Student Support Services, for instance, maintains and regularly renews a long-standing Federal Grant providing assistance to students of low income and first generation academic backgrounds (providing both professional and peer tutoring); our TRIO program provides additional targeted assistance; the Advising Center provides essential services to all UMPI matriculated students; the Writing Center serves a growing number of students annually from both General Education and upper division courses (including assistance to Houlton Center and online students). More recently, a PBS Task Force was created to investigate, analyze, and recommend the viability and success of “developmental” coursework on campus and to assist in removing unintentional barriers to program persistence rates among students requiring such coursework. In addition, on ongoing General Education Curriculum Task Force was charged with coordinating, assessing and making recommendations to the curriculum (which has also incorporated the LEAP principles).
All of these initiatives were developed with the intent of addressing the academic success rates of our students, both in terms of persistence and (ultimately) graduation rate
Establishment of a Center for Teaching and Learning (CTL) linking Academic and Student Services initiatives and best practices (in teaching, advising, and research).
Articulation of the relationship and staffing between the existing Native Education Center and the proposed Center for Teaching and Learning.
Development of a broader cohort of grant writers among the Cop members, thus ensuring greater resource stability for the two Centers and retention initiatives more generally.
Articulation of the staffing of the Centers.
Development of a logic model outlining the vision, goals, outcomes, and assessment measures for the CTL and construction and staffing of the center along said measures commencing no later than September 1, 2015
filling the recently vacated IR position by January 1, 2015.
Transferring relevant duties of the departed Director of Project Compass to the incoming leadership of the CTL (i.e. Director, etc.).
Other activities:
Supervise the provision of services and supports for Native American and First Nation students currently delivered by the Native Education Center (NEC) as defined in the logic model (see above);
Initiate the centralization and coordination of existing faculty and staff efforts among faculty and staff that are aimed at appreciable and assessable efforts to develop and implement bold measures to improve teaching and learning activities at the university;
Initiate program and grant development efforts supporting (1) the long-term sustainability of the Center and (2) the three strategic areas within the logic model by involving faculty and staff in innovative practices;
Establish the Center as a nexus of activities supporting (1) leadership of initiatives encouraging innovative practices in engaged advising, teaching and learning, research, community collaboration, and institutional citizenship; (2) fostering collaboration among
Other colleges in the investigation of retention interventions; (3) working with faculty and staff to develop an inclusive curriculum and culturally responsive educational environment benefits all students, faculty, staff, and the external campus community.
The establishment of the Center thus provides the best institutional opportunity to actualizing and maintaining productive connections between Student Services and Academic Affairs.
Accordingly, the Community of Practice working group of Project Compass, comprised of a diversity of representatives from Student Services, Academics, and Administration, having met in a series of full- and half-day workshops over the course of the 2014-2015 academic year, offer the following proposal toward the establishment of the Center for Teaching and Learning
1.5. Community of Practice Membership:
1.6. Section I: Services
The Carnegie Foundation for the Advancement of Teaching defines “curricular engagement” in the following manner: “Curriculum Engagement” includes institutions where teaching, learning and scholarship engage faculty, students, and community in mutually beneficial and respectful collaboration. Their interactions address community-identified needs, deepen students’ civic and academic learning, enhance community well-being, and enrich the scholarship of the institution. (See http://classifications.carnegiefoundation.org/descriptions/community_engagement.php for
Further information.)
We feel that the Center for Teaching and Learning will help to establish a culture of curricular engagement that not only encompasses initiatives traditionally considered part of the academic curriculum (service learning, etc.), but that also profoundly impacts our ability to provide students with a “compass” for negotiating all levels of their collegiate experience, from their very first contact with student success counselors to community outreach work with disciplinary specialists to providing tutorial support to fellow students. We believe the benefits of such engagement will extend to all participants
As students are guided through their university career by means of integrated support services, they can most effectively appreciate the critical examination of experiences and issues in the broader community; in turn, they develop intellectually, personally, and in their capacities as citizens; and they learn how to think critically, how to collaborate with diverse others, and how to problem-solve at all levels of their collegiate experience.
The faculty and staff who work with students them are rewarded by finding new outlets for their work as scholars, new approaches to best meeting their instructional goals, and providing the best possible opportunities for their students to succeed in all aspects of the curriculum and collegiate experience
Community members have a stronger voice in the education of future leaders, future employees, and can work as full partners in advancing institutional missions of knowledge generation and its application.
Finally, the college builds new connections across programs, disciplines, and constituents while enhancing its ability to carry those connections out.
Curriculum engagement initiatives value learning that focuses on both the student and the community as beneficiaries, establishing them as equal partners within the learning process. Such initiatives can be especially beneficial in that they provide:
Intentional design for integrated learning outcomes and community impacts
Critical reflection as a mechanism that both intensifies and documents learning outcomes
An assessment of outcomes for all constituents involved (students, faculty, staff, community, and institution)
Mutually transformative relationships among all constituents
Capacity-building among all constituents for problem-solving and the ability to effect systemic change within existing organizations
In other words, a Center that practices curriculum engagement from the “ground up,” so to speak, can transform practices both within Student Services and Academic Affairs, leading to more rewarding relationships among faculty and staff and providing a culture of support and empowerment for their students.
SERVICES FACULTY STAFFS STUDENTS COMMUNITY
Over the course of all and half-day workshop, individual representing both students services and academic affairs agreed that the following services should be include within the centre umbrella services are indicate in the left hand column with subsequent column the primary recipient of such services
X X X X
Campus orientation X X X X
Tutoring X X X X
Advising X X X X
Writing centre X X X X
Placement testing X X X X
Faculty development X X X X
Faculty monitoring X X X X
Career services X X X X
NSE X X X X
Counseling X X X X
Engaged learning /services learning initiative X X X X
Distance education instructional development X X X X
Curriculum design and support X X X X
ADA testing services X X X X
Seminars X X X X
Workshop X X X X
Grant external conference X X X X
IR data X X X X
Publication X X X X
Plato tutorial support X X X X
Profession career preparation and development X X X X
Faculty /adjunct orientation X X X X
Student faculty research X X X X
Collaboration X X X
Marketing X X XX X
Non-traditional students services X X X X
These separate services can be sorted into seven areas of endeavor that the Center will coordinate and support:
Collaboration across units
Coordination and integration of student services
Faculty development and support
Student leadership
Learning outcomes/assessment development
Scholarly work and collaboration
Community partnerships
1.7. Collaboration across units
The university has a long history of both inter-departmental and external collaborations, which the Center can help to further coordinate and maximize, including:
First Year Learning Communities
The First Year Seminar (FYS 100) experience
Peer tutoring services
Faculty engaged learning initiatives
The Honors Program
As the Center is launched, these units should be included in ongoing conversation regarding the evolution of the Center. In a collaborative arrangement, the proposed Center will benefit 12
2.3 Section II. Location and Layout
The Community of Practice recognizes that, although the Center will be dedicated to a global curriculum engagement initiative, its activities are sub-divided into those that occur on an ongoing and daily basis and those focused on specific workshops, presentations, and document storage/dissemination. The majority of student-intensive activities, such as advising, tutoring, career services, and writing center support, comprise the former activities; workshops on pedagogical best practices, engaged- and service-learning initiatives, and reflection/assessment methodologies comprise the majority of the latter. However, the Community of Practice simultaneously recognizes the importance of connecting these two activity areas as much as possible, as both are essential to an institutional climate that supports a collaborative, knowledge-based, and experiential culture of curricular engagement at all stages of a student’s career. To this end, we recommend that the first floor of South Hall be refitted to accommodate all advising, tutoring, and career service activities and that space on the second floor of South Hall be re-dedicated to the construction of a workshop/conference center and office space for the development of a documents library, supporting pedagogic, assessment, engaged learning, grant-writing, and curricular initiatives for faculty. This also allows for immediate access between the Center and Native Education Center (located on the third floor of South hall).
Activities on South Hall, First Floor would thus include the following:
Registration/Welcome desk
Peer and Professional Tutoring
Advising
4. Writing Center
5. Administration Assistant office (reporting to Center director)
Activities on South Hall, Second Floor would include the following:
Seminar Room (South Hall 211, suggested)—includes White Board and computers for workshops and seminars
Resource Room (includes document library)
Director’s office
The following First Floor Plan of South Hall indicates the space recommended for the former activities (shaded in green):
Once again, the green-shaded area represents that which is recommended for re-appropriation. South 211 would become the Conference Room; South 215 the Resource Room; and South 217 the Director’s office. This would necessitate replacement space provided for faculty conferencing and meeting, as well as reassigned space (presumably on the First Floor) for the Director of Advising and Administrative Assistant.
Alternatively, available space in Preble Hall could be assigned to the Conference and Resource rooms of the Center. The following Second Floor Plan of Preble highlights our recommended sites.
2.5 Section III. Center Administration
The Community of Practice recommends the following governance structure for the Center.
2.6 Staffing
The Center will be led by a Director (see Addendum A for the recommended job description); staffed by an administrative assistant and the Retention Activities Coordinator of the Native Education Center (both reporting to the Director); and supported by at least two student leaders (probably but not necessarily limited to work study positions). It will liaison with specific Student Affairs programs located within it (Advising, Tutoring, Career Services) as well as faculty with the academic Colleges (Arts and Sciences, Professional Programs, Education). Alternatively, the Community of Practice would support Co-Directors, one representing Student Services, the second a faculty member representing Academic Affairs. However, the Community of Practice feels that a single, appropriately qualified Director (see job description) would be more effective in coordinating and managing partnerships than co-directors.
2.7 Advisory Board
The Advisory Board, selected by the Director, should include professional staff from related units, faculty, students, and community partners (as appropriate). The Advisory Board will support the Center’s leadership team in strategic planning, expanding to new initiatives, and in collaborating with other units across campus and in the community. In its inaugural year, the Board will be charged to:
Participate in the development of a Mission Statement and Strategic Plan for the Center
Provide feedback on a Strategic Plan for the Center, including an assessment strategy
Contribute to the planning of activities, including invitations to speakers and presenters
Make recommendations regarding the development of engaged/service-learning opportunities for students in the Center as well as the community
We recommend that the following individuals should be members on the initial Board:
Director of Advising
Director of Student Support Services
Director of Career Services
Director of the Writing Center
Chairs of Arts and Sciences and Professional Programs.
The Center Director should also work closely with pertinent individuals associated with Institutional Technology, Institutional Research, and Curriculum Design. 20
3.8 Budget
As noted above, in support of this work, the Project Compass initiative has made available a significant part of its Year Four final budget of $181,000. This includes approximately $50,000 that may be applied to the salary of a Center Director (in whatever form such financial support takes), the assignment of an Administrative Assistant toward the Center’s services and operation, and the assistance of the Activities Coordinator of the Native Education Center. This funding is available through December 31, 2012, after which time the university will assume all budgetary responsibilities.
We strongly recommend that the budget include lines for travel, supplies, consultation/personal services (for speakers and consultants), and professional development (educational mini-grants available to faculty and staff). The Year 4 budget for Project Compass is included below as a
BUDGET IMPLEMENTATION FOR THE PROPOSAL EVALUATION 2017-2020 ALSO TOTAL REQUEST ANALYSED AS FOLLOWS
BUDGET CATEGORY TOTAL BUDGETS
Building 1st floor $ 90,000
Building 2nd floor $ 100,000
Travels for workshop $ 30,000 per year
Salary for workers $ 500,000 per year
Suppliers $ 5000
Transportation $ 100,000
TOTAL REQUEST FROM DONATION $ 825,000
BUDGETS
NAME OF ORGANIZATION; OCHOLA TEACHERS COLLEGE
PROJECT REVENUE AND EXPENCES 2017-2017
LOCATION OF COLLEGE TANZANIA
REVENUE GENERAL FUNDS GAMING FUNDS TOTAL
Federal funding 4000 - 4000
Provincial funding 3000 - 3000
Licensed gaming grants - 5000 5000
Donation 1000 - 1000
Registration fees 2000 15000 15000
Fund rising 1000 - 1000
Membership fees 1250
TOTAL 28,250 6250 34500
EXPENCES
Advertising 750
Bank charge 60 50 750
Heat and light 50 1000 110
Insurance 250 1500
Legal 75 250
Miscellanies 100 75
Property taxes 4000 5200 72
Rent 622 9200
Telephone 18,500 622
TOTAL 28,250 6250 34,500
TOTAL REQUEST FUND $825,000
Ways of sending certificate of PhD award
DAVIS JOHN OCHOLA
P.O. BOX 40651 DAR ES SALAAM,
TANZANIA
PHONE NUMBER +255759826187
Email davisochola1990@gmail.com
Face book page account ochola teachers college
Blog www.humanrightpointblogsport.com
Ways of sending fund for empower women and college re establishment
Ways of contribute of college
Western union
Wire transfer
Check
In the following address
NAME OF ACCOUNT DAVIS JOHN OCHOLA
BANK NAME EQUITY BANK
BANK BRANCH TANZANIA BRANCH
ACCOUNT NUMBER 3002111360862
Email davisochola1990@gmail.com
Blog www.humanrightpointblogsport.com
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