The University of Nizwa

Transcription

The University of Nizwa Writing Center TWC 2011 Annual Report O c t o b e r 2 0 t h 2 0 1 1 D e r e k M . N . O ’ C o n n e l l A / D i r e c t o r o f T W C T h e U n i v e r s i t y o f N i z w
a B i r k a t A l M o u z , N i z w a , S u l t a n a t e o f O m a n T W C 2 0 1 1 A n n u a l R e p o r t T a b l e o f C o n t e n t s T a b l e o f C o n t e n t s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 V i s i o n : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 M i s s i o n : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A n n u a l R e p o r t O v e r v i e w : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 C e n t e r B o a r d : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 P r o p o s e d P o s s i b l e M e m b e r s f o r a R e v i s e d A d v i s o r y B o a r d : . . . . . . . . . . . 5 T W C S t a f f : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 S u m m a r y o f S e r v i c e s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 T W C D o c u m e n t A s s i s t a n c e : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 W r i t i n g C e n t e r U s a g e 2 0 0 9 ~ 2 0 1 1 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 M a i n D e v e l o p m e n t s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 G u e s t V i s i t o r s f o r P r o f e s s i o n a l D e v e l o p m e n t & C o n s u l t a n c y . . . . . . . . 1 1 P e e r T u t o r s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 P e e r T u t o r s t h a t h a v e E a r n e d S c h o l a r s h i p s t o S t u d y A b r o a d . . . . . . . 1 3 M a t e r i a l R e s o u r c e s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 T h e D e s i g n o f t h e N e w T W C f o r 2 0 1 2 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 F u t u r e P l a n s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 F r a m e w o r k f o r P r o p o s e d N e w W r i t i n g C e n t e r E x t e n s i o n s : . . . . . . . . . . . 1 6 P r o p o s e d F u t u r e o f T W C : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 C h a l l e n g e s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 A p p e n d i c e s : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9 M E N A W C A C o n f e r e n c e E x p e n s e R e p o r t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9 B r i e f O u t l i n e & C a p a c i t y o f W r i t i n g C e n t e r W o r k s h o p s & P r o g r a m s :
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 T W C A c c u m u l a t e d R e p o r t e d D o c u m e n t a t i o n & E x p l a n a t i o n : . . . . . . . . . 2 3 W r i t i n g C e n t e r P r o g r a m s & S e r v i c e s S c h e d u l e : . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 8 M i n u t e s o f t h e 5 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9 M i n u t e s o f t h e 6 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 M i n u t e s o f t h e 7 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 4 M i n u t e s o f t h e 8 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 6 M i n u t e s o f t h e 9 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 9 M i n u t e s o f t h e 1 0 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 M i n u t e s o f t h e 1 1 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3 M i n u t e s o f t h e 1 2 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 6 M i n u t e s o f t h e 1 3 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 8 M i n u t e s o f t h e 1 4 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1 M i n u t e s o f t h e 1 5 t h S t a f f M e e t i n g ( W C S M ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3 2 T W C 2 0 1 1 A n n u a l R e p o r t V i s i o n : The Writing Center will be recognized as an educational facility that provides quality
instruction and support across all disciplines to further develop students English writing
abilities.
M i s s i o n : The Writing Center will cater primarily to academic students currently enrolled in
their degree programs that need to improve their English writing proficiency.
The Writing Center is a learning support service designed to promote a dynamic writing
culture for students. The center will aim to improve student English writing composition
skills, reinforce quality study habits, support critical thinking, and encourage creativity
and innovation. The Writing Center’s programs, services, and extracurricular activities
will reflect the Islamic and cultural values embraced by the Sultanate of Oman in order
to assist in the development of quality graduates.
A n n u a l R e p o r t O v e r v i e w : The Writing Center at the University of Nizwa reflects back on this past academic
calendar year from September 2010 through August 2011, as a successful period in its
growth and development as a leading student service provider within its own institution
and has become increasingly more recognized to be a competent writing facility within
the Gulf Cooperative Council (GCC). The center has put forth extensive efforts towards
the promotion of academic writing and the writing process, so that students can be better
equipped to improve their writing proficiency through the articulation of ideas and
opinions in a clear and concise logical approach. The academic support provided by
TWC continues to emphasize support predominantly geared towards imparting quality
writing habits, reading comprehension
practice, and vocabulary acquisition
exercises throughout all of its programs
Vocabulary and services offered to academic
students currently enrolled in their
degree programs at the University of
Nizwa. The Writing Center at the UoN
Reading is the first of its kind in the Sultanate of
Oman, and has continued to outpace
other established writing centers in the
Writing Middle East with regards to annual
appointments. In addition, it has
become recognized for taking a leading
role in promoting the development and
to establish writing centers at other
reputable academic institutions locally and regionally. Over the past year TWC has
served more than 15,000 student appointments under its tutelage, and has aided in the
development of newly established writing centers at Sultan Qaboos University, King
Fahd University, Arab Open University, and Rustaq College of Applied Sciences.
3 T W C 2 0 1 1 A n n u a l R e p o r t C e n t e r B o a r d : The Writing Center Advisory Board (WCAB) is comprised of a six-person panel that is
responsible for the needs of the student service providing facility. It has officially met 13
times over the past 3 years, and was last assembled on February 1st 2010.
The following diagram illustrates the composition of the advisory board for TWC:
Vice Chancellor of Academic Aﬀairs (Chairman) Language Center Director (Vice President) WriEng Center Director (Convener) Head of Foreign Languages R&R Representative Student Affairs Representative Over the past 18 months, the WCAB has remained in a state of adjournment and TWC
has been able to meet its needs and seek approval through a general consensus of
primary stakeholders invested in the outcomes of TWC and the Vice Chancellor of
Academic Affairs. In regards to financial matters and approval for four staff members
and thirteen peer tutors to participate in the Middle East North African Writing Centers
Alliance (MENAWCA) at the University of Sharjah, UAE; input was provided and
authorization given through the WCAB’s Chairman and further coordinated with the
Department of Financial Affairs. In respects to the finalization of the 2nd Annual Essay
Contest, an Executive Committee was formed comprised of the four Deans from the four
colleges of the university (CAS, CEMIS, CPN, CEA), and the Vice Chancellor of
Academic Affairs to select the first, second, and third place winners of the writing
competition as the final and fourth grading phase of the contest. The formation of an
Executive Committee and its respected membership offered increased validity and
scrutiny of the contest and prospective submissions.
Over the past 3.5 years, the Writing Center has grown and evolved as it continues to
seek new and innovative ways to promote writing and improve the writing proficiency
of academic students at the University of Nizwa. The time has come for the composition
of the board to be reassessed, so that it may effectually deal with the growing needs of
the pre-existing center and newly established centers on the horizon. It is evident, that a
newly established Center Board should reflect the primary stakeholders that have a
genuine concern in the development of the forthcoming academic student service
providing facilities. It is the Director of TWC’s recommendation for a possible
composition of a new advisory panel to consist of any combination of members
composed of the four Deans of the UoN (or four Assistant Deans), the Vice Chancellor
of Academic Affairs, the Director of TWC, Director of the Library, Director of the Life
Long Learning Center, the Center for Alumni and Career Counseling, the UoN
Academic Advisor to the Chancellor, and possibly an appointed student peer tutor
representative based on TWC semester recommendations. These prospective members
are legitimately recognized as the major stakeholders that have had greatest continuous
interaction and vested interests with TWC over the course of the past 3 years.
4 T W C 2 0 1 1 A n n u a l R e p o r t In the event of such an consultative board being constructed, it would not only serve the
needs of students more effectively, but could also serve as an advisory board to the other
centers within the board’s membership, rather than just serving as an advisor for TWC.
The proposed revision of a multi-purpose board for more than one center offers greater
stability and collegial interaction amongst the various colleges and service providing
centers. One of the greatest threats to the current recessed board is the high level of
turnover in membership. Over the past two years, the Chair and Vice Chair have been
replaced along with 3 subsequent representatives from the Department of Foreign
Languages, not to mention that the Student Affairs membership is misrepresented from a
different department. The only membership that has remained constant since the
establishment of the board is the Directorship of the Writing Center itself. In addition,
the proposed revision of a centralized board for all student support centers would
eliminate obsolete membership, and ensure a greater level of interest of vested
stakeholders, while at the same time offering greater accountability and purposeful
communication.
The relative working proximity, collaborative working environment, and relatively small
professional staff size provides ample opportunities for the staff to communicate, share
and exchange information almost instantly. On top of the constant daily interaction
amongst staff, tutors, and administrators; TWC habitually meets for formally scheduled
meetings on a consistent basis to ensure to smooth logistical operations of the center.
The Writing Center fulltime instructional and administrative staff conducted Writing
Center Staff Meetings (WCSM) 5th ~ 15th, a total of 11 meeting throughout the
academic year. For further information regarding proposed agendas, discussions items,
and agreements covered during WCSM, please consult the appendices of the 2010 ~
2011 TWC Annual Report for detailed reports.
P r o p o s e d P o s s i b l e M e m b e r s f o r a R e v i s e d A d v i s o r y B o a r d : Dean/ Assistant Dean of CAS (Vice Chair) Dean/ Assistant Dean of CEMIS Dean/ Assistant Dean of CPN TWC Director (Convener) Dean/ Assistant Dean of CEA Vice Chancellor of Academic Affairs Student Peer Tutor Reprsentativ
e Appointed by TWC Director Library Director (Chair) Student Support Fund Director UoN Chancelor's Advisor Allumi & Career Counciling Director LLLC Director 5 T W C 2 0 1 1 A n n u a l R e p o r t T W C S t a f f : Current Staff Members:
1. A/Director of TWC – Mr. Derek M.N. O’Connell ~ Canadian (Hired September
2005)
2. Administrator – Ms. Badriya Al Tobi ~ Omani (Former Peer Tutor Hired April 2010)
3. Administrator – Ms. Kye-Suk Jang ~ South Korean/Canadian (Hired October 2008)
4. TWC Instructor – Ms. Leona Wellington ~ American (Hired August 2009)
5. TWC Instructor – Mr. Tom Hughes ~ American – (Hired March 2011)
Former Staff Members:
TWC Instructor – Mr. James Hughes ~ American – (December 2010 ~ March 2011)
Administrator – Jokha Al Tobi ~ Omani (Transferred to Al Khalil bin Ahmed Al
Farahidi Center in April 2010)
TWC Instructor – Mr. James Tate ~ American – (May 2009 ~ May 2010)
Current Staffing Needs:
TWC is currently in the process of hiring 2 additional teachers and 1 additional
administrator for the center’s upcoming expansion. The Writing Center plans to increase
its operational hours from 7:30am to 7:30pm, so that it can further accommodate a wider
range of the academic student populous at the UoN.
S u m m a r y o f S e r v i c e s : The Writing Center at the
University of Nizwa provides
TWC Programs & writing support across the
Services curriculum to all academic
students
through
a
Workshops 1% combination of workshops
conducive to reading, writing,
20% Tutorials 32% and vocabulary development,
academic consultations for
academic research and project
Academic 44% Consultations purposes, one-on-one peer
tutorial mentoring, daily
3% Conversation conversation
practice
to
provide opportunities for
Extra-‐Curricular students to apply the English
language in a meaningful and
confidence building approach
to real-life communications and interactions. Furthermore, the entire administrative and
teaching apparatus of TWC donates one additional hour outside their normal working
hours to extra curricular activities that foster improved relationships and promote
learning and education. Currently, the center offers a successful and very popular
Korean language class for students on Sunday evenings; a poetry club for students that
6 T W C 2 0 1 1 A n n u a l R e p o r t are interested in creative writing, self-expression, literary translation and to further peak
their academic interests in English and Arabic literature. Furthermore, the center is
currently in the process of establishing a TWC bi-annual newspaper club for students
that are interested in journalism, reporting, and publication; essentially a newspaper by
students for students.
Over the past year, there has been a dramatic shift and greater emphasis to further
accommodate the needs of academic students currently enrolled in their scholastic
disciplines. In aims of achieving our primary mission and to further achieve our goals
and objectives, the center has limited its programs and services offered to Foundation
Institute students a maximum of
2 peer tutorials per half-hour.
5498 All other programs and services
6000 are specifically reserved for
academic students in their
5000 3505 2541 majors only. Consequently,
4000 3049 Foundation
students
are
3000 encouraged to utilize the office
2000 hours of their instructors and
1000 seek remedial services through
0 the programs and services
within the institute, such as the
Foundation Academic Self-Access Center, various ESP
programs, TOEFL assistance,
2011 2010 Voice Association, or Language
Bridges Club. Unfortunately,
TWC is not properly equipped, resourced, or staffed to suitably aid in the educational
needs of L1 type of learners of second language acquisition. In order for TWC to
effectively provide writing support to students, the students themselves need to reach a
limited degree of English proficiency in order to effectively read and write basic
elements of a sentence, which can provide the basis for the construction of a proper
sentence, paragraph, or essay.
The associated chart distinctly indicates an alarming 44.54% drop in tutorials provided
to academic students currently participating in their chosen field of study; while during
the same period there has been an substantial influx of almost a 1000 Foundation
Institute students over the course of a single academic year. Ideally, TWC should
function similarly to the Learning Enhancement Center (LEC) and concentrate the bulk
of its energy and time with academic students. As a safeguard to continue to adhere to
TWC’s primary mission of catering to academic students, the center has restructured its
services and program to better suite the needs of students that are enrolled in their
degree programs. As a result, the limited instructional personnel of the center will be
better able to focus their attention and apply the center’s resources to more advanced and
productive writing skills and practices conducive to students’ educational success.
The Writing Center must be cautiously aware of the drawbacks and consequences of
becoming a potential Remedial English Center with the vast array and various levels of
students’ English proficiency. As well, it is equally damaging for it to be considered by
faculty and students alike as a convenient proofreading center. The Writing Center has
attempted to the best of its ability to inform and educate the public about the particular
7 T W C 2 0 1 1 A n n u a l R e p o r t services and programs that it provides to students and faculty at the University of Nizwa.
The Writing Center is designed to encourage academic and creative writing, foster
quality-writing practices, uphold academic honesty and integrity, and to strive for
academic excellence.
There are two significant areas of development within TWC that are considered
commendable in further efforts to improve inter-collegial relations and promote
academic research at the highest levels of the post-secondary institution. In regards to
Academic Consultations at TWC, instructors from the center have exerted greater efforts
to communicate with the various professors of students seeking assistance and
clarification in the formulation of assignments and research projects. The center has
adopted the policy that for every Academic Consultation, a courtesy email will be sent
to the respected professor informing the lecturer that a student has sought the assistance
of TWC, and how the center has attempted to provide assistance to their student. This
daily correspondence between the TWC and innumerable faculty members has provided
the opportunity to promote mutual cooperation and a higher degree of accountability in
aspirations of better meeting the needs of students that require in-depth assistance with
academic writing.
In an attempt to further academic research, proposals, and scholarly publications from
faculty members at the UoN, TWC has increasingly provided cooperative editing
support services to professors who are non-native English speakers. As a requirement
for international publications, written submissions are quite often required to be
endorsed by a native speaker of English for editing purposes, when applying for
educational grants. This is considered an area that TWC would like to explore and
promote further use of throughout the UoN faculty ranks and file.
T W C D o c u m e n t A s s i s t a n c e : Faculty
Department College
Title
Hours
Dr. Saddia Mesti /
Ahmad
Nawar
Hukoo
Economics
CEMIS
Case Study: Teaching/learning practices
in Pakistani English Medium non-elitists
schools in Oman – An action research
application
of
culturally
relevant
pedagogy.
4 Hrs.
Dr. Ziyana Salim
Al Harthy
Education
CAS
Embarking on the AR Journey – The preintervention – Chapter 5
17.5
Hrs.
Dr. Saif Ahmed
Al Nagerabi
Biological
Sciences
Chemistry
CAS
Research Proposal – Biodiversity of the
Micro flora of Al Jabel Al Akhdar
2.5 Hrs.
&
Dr. Saif Ahmed
Al Nagerabi
Biological
Sciences
Chemistry
CAS
Physicochemical & Microbial Quality
4 Hrs.
&
8 T W C 2 0 1 1 A n n u a l R e p o r t W r i t i n g C e n t e r U s a g e 2 0 0 9 ~ 2 0 1 1 : The 2010 ~ 2011 academic year proved to be a successful year for the Writing Center as
a growing student support facility. The collected data from the TWC’s administrative
daily, weekly, and monthly records are the most important statistical form of
documentation when measuring the success and impact the center has had on student
learning. The Writing Center provides an educational environment to students that
voluntarily seek academic writing assistance on their own accord and merit. Since
students come to TWC of their own free will, the arithmetical data suggests that the
center is a recognized entity at the UoN that provides quality services and programs to
students that require assistance and support for the improvement of their writing
proficiency. For the most part, the numbers reveal that the center is vastly popular
amongst students at the UoN, and the figures are increasing steadily. Student
participation in academic areas taught by native speakers such as in workshops,
conversations sessions, and academic consultations all have increased significantly over
the past year. The Writing Center intentionally set out to improve the enrollment of
students in various programs and services of the center where native speakers and full
time staff members were responsible for providing support to academic students.
Astonishingly, 3-fulltime staff members account for 56% of all teaching at the Writing
Center. Over the course of the year that equates to 8500 appointments shared amongst a
very small, yet productive and efficient team of staff. The remaining 6554 appointments
of the 15054 were shared amongst 20 peer tutor mentors in the form of 30-minute oneon-on tutorial.
For the subsequent years of 2011, 2010, 2009, TWC serviced the needs of UoN students
as per the following:
Sept. 1st 2010 ~
Aug. 31st 2011
Sept. 1st 2009 ~
Aug. 31st 2010
Apr. 18th ~
Aug. 31st 2009
Total Appointments
Academic Students
Foundation Students
15054
14521
3142
11549
3505
11780
2741
3142
NA
Workshops (50 Minutes)
2954
2176
379
Tutorials (30 Minutes)
Academic
Foundation
6554
3049
3505
8239
5498
2741
1874
NA
NA
Academic Consultations (30 Minutes)
513
242
0
Conversation (30 Minutes)
4885
3864
889
Extra-Curricular Activities (1 Hour)
148
0
0
Total Registered Students
Academic Students
Graduate Students
Staff & Faculty
Visually Impaired Students
Foundation Students
3750
2995
706
2400*
202
93
3
1350
1938*
149
52
6
1057
486*
31
12
0
220
Writing Center Usage
* = Academic students constitute students in their degree programs, graduate students, staff & faculty, and visually impaired
students.
9 T W C 2 0 1 1 A n n u a l R e p o r t M a i n D e v e l o p m e n t s : 1. On February 14th 2011, TWC presented its 2010 Annual Report to the University
Academic Council (UAC) UAC Meeting 1/S 2011. The presentation was productive and
received unanimous support from the UAC in regards to the performance and
management of the center as an academic student support center.
2. A total of 13 peer tutors, and 4 instructors and administrators participated in the
MENAWCA Conference from February 16th ~18th 2011, at the University of Sharjah in
the UAE. Ms. Leona Wellington presented at the conference, and the symposium itself
was extremely beneficial to the professional growth and development of TWC peer
tutors and administrative staff. The University of Nizwa’s Writing Center delegation
was the largest delegation from the Sultanate of Oman, and categorically raised the
profile of the UoN image within the writing center communities of the GCC and North
Africa with its prodigious presence and participation. The impact that the conference
made on many of the staff and peer tutors was truly profound. For most of the tutors it
was their first time in their lives to ever leave their home country, yet alone to ever stay
overnight a place other than their own homes with their families. The experience was
genuinely rewarding and is considered to be the premier event for TWC in 2011.
(https://www2.aus.edu/conferences/wca2011/schedule.php)
3. TWC 2nd Annual Essay Contest was hosted in Al Shabha Auditorium on May 17th
2011. The annual essay contests at the UoN serve to promote a dynamic writing culture
and scholarly competitions through the pursuit of academic excellence. The contest
applied 4 phases to the grading of written submissions consisting of the following
stages:
•
TWC Instructor grading of all submissions based on a 5 point grading criteria.
The center was responsible for nominating the top 15 essays. (Completed May
21st 2011)
•
The top 15 contestants were interviewed by TWC Director to substantiate the
validity of each submission, and supplemented with a signed declaration of
authenticity by each contestant. (Completed June 8th 2011)
•
From the Department of Foreign Languages, Professors Dr. Joseph Rega and Dr.
Abraham Panavelil were appointed by the Dean of the College of Arts and
Sciences as judges for the 3rd grading phase. Their identities were undisclosed to
students at the UoN, and the two judges were responsible for cross-marking each
submission and nominated the top 5 essay onto the final grading phase.
(Completed June 15th 2011)
•
The Essay Contest Executive Council (ECEC) comprised of the UoN’s Vice
Chancellor of Academic Affairs and the respected Deans from each of the 4
colleges (CAS. CEMIS, CPN, CEA) at the UoN were allotted with the task of
determining the 1st, 2nd, and 3rd place winners of the contest. The ECEC
convened on June 13th to discuss and decide upon the winners of the contest. As
a result of conflicting summer vacation schedules and other pressing pertinent
matters concerning the UoN, the ECEC has deferred their final decision until an
1 0 T W C 2 0 1 1 A n n u a l R e p o r t appropriate later date when all members are available to attend. (Decision
Pending)
4. In efforts to build affiliations with other writing centers and to offer various forms of
professional development and serve as a consultant for the opening of potential writing
centers, TWC hosted the following guest visitors during the 2010~2011 academic year:
G u e s t V i s i t o r s f o r P r o f e s s i o n a l D e v e l o p m e n t & C o n s u l t a n c y Guests Visitors
Position & Institution
Date
Topic
1.
Mr. Andy Seymour
Assistant Director of the
International Study &
Language Center at the
University of Reading, U.K.
Sunday,
September
26th 2010
2.
Ms. Jodi Lefort and
Dr. Charles Asente
Visiting Consultant for Sultan
Qaboos University, Past
President of MENAWCA,
and the Director of the
Language Center at SQU
Sunday
October 17th
2011
Improvement of Peer
Tutoring Teaching
Approaches and
Student Writing
Skills
1. Consulted with
UoN’s Advisor to the
Chancellor Dr.
Ayetallah Al Abadi,
and TWC Director
Derek O’Connell
with regards to
designing a writing
center at SQU.
3.
Dr. Lance Bode Writing Center Coordinator Wednesday
and Dr. Aida Saihi
and Director of Research and March
2nd
Industry Collaboration
2011
2. Discussion with
TWC staff and Peer
Tutors about the
MENAWCA
Visited the UoN
seeking consultation
and ideas for the
establishment of a
writing center at
AOU in Muscat.
5. The Writing Center held a total of 11 official monthly Writing Center Staff Meetings
(WCSM) throughout the course of 2011 to discuss immediate matters, to design and
implement new policies, and for continuous planning of the center’s programs and
services.
6. TWC Director and one instructor attended the E-Learning Conference hosted by
Sultan Qaboos University on May 11th 2011. The conference provided insight on
designing an online writing lab in the near future.
7. TWC established two additional after-hours extra curricular activities for the benefit
of promoting learning and languages. The center established a Korean Club with a total
of 38 students attending Korean Foreign Language classes in Building 4-4. As well, the
Poetry Club was established to encourage greater interest in creative writing, selfexpression, literary translation of poetry in English and Arabic.
1 1 T W C 2 0 1 1 A n n u a l R e p o r t 8. In September 2010 and February 2011, TWC assisted the College of Pharmacy in
preparing 40 prospective students for the Pharmacy Professional Examination. The
Assistant Dean for the College of Pharmacy and Nursing, Dr. Qasim Al Riyami
requested the center’s assistance in aiding and preparing students for the oral interview
component of the P.P.E. TWC continues to provide assistance to the CPN on a
continuing basis twice a year between semesters to further prepare students for
pharmacy licensing and graduation.
9. In May and June 2011, TWC accepted two students from SQU to train at the UoN’s
Writing Center. The Assistant Dean for Training and Community Service, Dr. Abdu
Moneim Al Hassni, recommended both trainees, Sultan Al Fahdi and Saoud Al Sarhani
to volunteer their time for the duration of one month each.
10. From March 2nd ~5th 2011, TWC Peer Tutors participated in mentoring 26 American
Exchange Students associated with LEC, as guides to Oman and provided cultural
exchange opportunities regarding language and Islamic cultural enrichment.
P e e r T u t o r s : The training and development of TWC peer tutors has been a very rewarding and
productive experience for both fulltime staff and part-time student mentors. The
Trusteeship of Student Support Fund Department and TWC administrators have worked
very hard over the past year to recruit, train, and develop the most competent and
proficient students as possible. In efforts to improve the teaching pedagogy and
effectiveness of the aspiring educators, the center’s professional staff has integrated into
the center’s weekly schedule tutor training workshops three times a week for an hour on
a continuous basis throughout the academic year. This ensures the professional
development of the tutorial staff, and safeguards the quality of instruction provided by
mentors during tutorial sessions to be of the highest quality.
More than 40% of all appointments at the Writing Center are in the form of one-on-one
tutorials, where a senior student mentor aids a fellow student. TWC provides peer tutors
with valuable teaching experience, professional training and development, letters of
recommendation for employment, job interview preparation, provide assistance in
applying for academic scholarships regionally and internationally, and strongly
promotes the continuous pursuit of graduate degrees and doctorates as responsible future
educators in Omani society. Over the past year, 10 TWC peer tutors have received
scholarships to study abroad.
1 2 T W C 2 0 1 1 A n n u a l R e p o r t P e e r T u t o r s t h a t h a v e E a r n e d S c h o l a r s h i p s t o S t u d y A b r o a d #
Peer Tutors
Country/City/University
1.
Aiman Al Rawahi
America/ Kentucky /USA One Year
State
Department/Near
East and South Asia
Undergraduate Exchange
Program (NESA)
American
Embassy
2.
Badriya Al Hashmi
Two months
UoN
3.
Aisha Al Sibani
Two months
UoN
4.
Iman Al Dhuhli
Two months
UoN
5.
Jamal Al Habsi
Scotland/Aberdeen/RGU
(Robert Gorden Uni.)
Germany/SchwäbischHall/Gothe Institute
One month
6.
Manal Al Subhi
America/Langhore/The
Peace Center
Two months
Gothe
Institute
Muscat
Volunteer
7.
Marayam Al Shmli
America/
Langhore/The Two months
Peace Center
8.
Ruwaida Al Mahdouri Scotland/Aberdeen/RGU
9. Salwa Al Anqoudi
10 Latifa Al Sibani
Britain/Whales/University
of Aberystwth
Duration
Sender
Volunteer
Two months
UoN
Two months
UoN
Two months
UoN
M a t e r i a l R e s o u r c e s : The current existing Writing Center in Building 11i was remodeled in February of 2011,
in order to accommodate more space for tutorials and reduce the noise level within the
center. The construction consequently required the center to temporarily close for the
duration of 4 days. The remodeling of the center provided a temporary solution to the
growing needs of the TWC for the short-term. As indicated in previous reports, the
Chancellor of the University of Nizwa, along with the UoN’s Academic Council, have
recognized the growing needs and demands placed on the Writing Center since its
establishment in early 2009. As a result, the institution has graciously awarded TWC
with a new and more voluminous center scheduled to open before December 31st 2011.
TWC Director Mr. Derek O’Connell and Mr. Abdullah Al Abri from the UoN Planning
and Construction Division jointly designed the new facility. The new TWC increases the
student capacity by 40% and offers more space conducive to tutorials, workshops,
1 3 T W C 2 0 1 1 A n n u a l R e p o r t discussion groups, and academic consultations. The center has incorporated the
following into its new design:
•
•
•
•
•
•
•
•
•
A more spacious and culturally appropriate design for individualized
coeducational tutorials.
A transparent floor to ceiling glass incased classroom.
A quite reading/discussion area
A computer section accommodating 14 computers for research and writing
A staff office for 3 professional instructors
A waiting area for students prior to scheduled appointments
A Director’s office and PT training/meeting room
An administrative section
A Prayer Hall
T h e D e s i g n o f t h e N e w T W C f o r 2 0 1 2 : 1 4 T W C 2 0 1 1 A n n u a l R e p o r t F u t u r e P l a n s : With the overwhelming
amount of success the
Writing
Center
has
experienced over the past 3
years, compounded by level
English Arabic of growth at the UoN,
designs are in progress to be
implemented, which would
allow
for
further
development of TWC into
French German other languages. As a
natural progression, it only
makes rational sense to
apply the existing successful
model of the “English”
Writing Center and use it as
a template to foster the
growth and development of other Writing Centers within the existing framework of
TWC to incorporate new branches that would accommodate other languages. The
current proposed additions include Arabic, French, and German. It is these new
emerging branches of TWC be aligned with common goals, interests, and administrative
delivery, so that the quality of academic support is maintained.
It is envisaged that each branch of TWC would follow the same model set by the
original center, which would operate under a single administrative and management
structure know as TWC, with four subsequent divisions: English, Arabic, French, and
German. To further ensure a proper administrative structure is formed, it is highly
recommended that new administrative positions for the new branches of TWC be
selected from the most competent former peer tutors that have already graduated from
the UoN. This would ensure a level of consistency, where the novice administrator is
already familiarized with the operational structure of TWC, both instructionally and
administratively. In addition to fulfilling key goals towards Omanization, TWC would
reduce the amount of time on training and promote the notion of hiring and promoting
quality administrators from within the institution.
The alignment of the 4 language branches of TWC to be administered and managed
under a single entity ensures a more economical and practical delivery apparatus that
could build upon the existing precedence set by the sole existing TWC currently
established. Eventually, the instructional staff of all TWC branches will hire qualified
ESL/EFL, DUFF, FFL, and AFL professionals to assist students with writing for the
various languages under TWC. The proposed framework for an efficient and productive
TWC is as follows:
1 5 T W C 2 0 1 1 A n n u a l R e p o r t F r a m e w o r k f o r P r o p o s e d N e w W r i t i n g C e n t e r E x t e n s i o n s : Advisory Board TWC Director TWC English with 3 Administators English Coordinator TWC Arabic with 2 Administators TWC French with 1 Administrator TWC German with 1 Administrator Arabic Coordinator French Coordinator German Coordinator 3 Instructors (ESL) 2 Instructors (AFL) *1 Instructor (FFL) *1 Instructor (DUFF) 30 Peer Tutors 15 Peer Tutors 5~10 Peer Tutors 5 Peer Tutors In the long term, the TWC can be further developed to meet the growing language needs
of the UoN and offer a more advanced and improved TWC that would provide for the
continuance of English and Arabic as the predominate branches of the center, while at
the same time broadening the scope of the remaining two branches into European and
Asian languages. This would ensure the long-term viability and genuine interests of
students to participate in learning languages and further enrich their academic
experience at the UoN. Since the German department has less than 16 students currently
enrolled in the program, and French being relatively small as well, it is perhaps more
practical and beneficial for the university to offer those languages and additional
languages to better meet the interests and academic needs of students. The expansion
into additional languages can be done so, cost effectively with minimum investment on
part of the UoN.
1 6 T W C 2 0 1 1 A n n u a l R e p o r t P r o p o s e d F u t u r e o f T W C : • English Writing • Business Writing • Research Writing • Poetry • Remedial Arabic • Arabic as a Second Language • Poetry and Classical Arabic • Arabic Translation English European • Spanish • French • German • Italian Arabic Asian • Hindi • Japanese • Korean • Chinese C h a l l e n g e s : 1. Aligning and implementing policies, procedures, programs and services of new
upstarting writing centers for Arabic, French, and German languages with a dependable,
professional, and autonomous staff. Learning from the mistakes of the past, it is
important for all branches of TWC to be recognized as employees of the TWC, rather
than shared entities or personnel from other departments. The TWC Director needs to be
given sufficient managerial authority over the staff and the various operations within the
specified framework; in order to properly put into place effective and efficient student
support services that follow the model and precedence set by a successful English
Writing Center.
2. Establishing a productive administration and instructional staff for the new emerging
writing centers as a cohesive team, striving for the same goals and aspirations under a
single united entity. The development and success of TWC’s human resources are
particularly important, and their success is entirely contingent upon the cooperative
nature, work ethics, and level of dedication educators and administrators are willing to
extend to students and the institution of the UoN. It is pertinent that the expansion of
TWC into other languages ensures that succeeding administrators, instructors, and
coordinators are effectively working together as part of a single united team, backed
1 7 T W C 2 0 1 1 A n n u a l R e p o r t with the motivation to inspire students to academically excel and promote a dynamic
and multicultural writing atmosphere.
3. To accelerate the development of newly emerging Writing Centers in Arabic, French
and German to the level of competency and student involvement as compared with the
English Writing Center in the shortest timespan possible. Staff integration and
cooperative efforts will determine the level of acceleration of development for each new
branch of TWC.
4. The reassessment and reconfiguration or revision of the of TWC advisory board, so
that it reflects the most practical and important stakeholders that have established
relationships and vested interests in the successful operations of the center in association
with their own departments at the UoN. Currently, the membership turnover rate is
incredibly high and the 3 inclusions are ineffectual or obsolete.
5. To continue to articulate the notion to faculty, staff, and students that TWC is not a
proofreading or editing service facility. It is important that members of the UoN
understand that TWC provides assistance in writing for the improvement of academic
students’ writing proficiency. The Writing Center wishes to be invited at the beginning
of each academic year of organized assemblies for student orientations, so that it may
familiarize students and faculty alike regarding the services and programs offered by
TWC.
1 8 T W C 2 0 1 1 A n n u a l R e p o r t A p p e n d i c e s : M E N A W C A C o n f e r e n c e E x p e n s e R e p o r t The following expense report pertains to the expenditures for the Writing Center’s staff
and peer tutor’s participation in the 2011 MENAWCA Conference at the American
University of Sharjah, in the United Arab Emirates from February 16th ~ 18th 2011. A
total of 13 tutors, a bus driver, and 4 full-time staff participated and presented at the
conference. For the most part, receipts have been submitted when made available with
this document.
Part A: Cash Refunded to the University of Nizwa:
Currency Items:
1. Omani Rials: 53.00
2. U.A.E. Dirhams Cash: 1565.00
3. U.A.E. Coins: 16.00
_________________________
Total:
Omani Rials: 53.00
U.A.E. Dirhams: 1581.00
Part B: Conference Expenses:
Items
Conference Fees, Membership, and Registration
1. Peer Tutor Registration x13
2. Staff Registration x 4
3. Staff MENAWCA Membership
Amount
Date
3900.00 Dhr.
1800.00 Dhr.
150.00 Dhr.
Feb 17th 2011
Feb 17th 2011
Feb 17th 2011
Accommodation (2 Nights)
4. Al Jawhara Gardens Hotel (Female/2 Apartments)
5. Al Jawhara Gardens Hotel (Male/1 Apartment)
6. Centro Hotel (2 Rooms for Staff)
3115.20 Dhr.
1269.60 Dhr.
1695.00 Dhr.
Feb 16th~18th 2011
Feb 16th~18th 2011
Feb 16th~18th 2011
Customs, Immigration, and Transportation Expenses
7. Omani Boarder
8. UAE Boarder (Canadian Extra Charge)
9. Gas (3 Tanks of Fuel) (116/120/80)
2.00 OMR.
290.00 Dhr.
316.00 Dhr.
Feb 16th 2011
Feb 16th 2011
Feb 16th ~18th 2011
954.50 Dhr.
8.00 OMR
Feb 16th ~18th 2011
Feb 16th 2011
***Note missing receipt for 1 tank of fuel and immigration fee for Canadian Citizens
into the U.A.E. ***
Meals and Food
10. Meals and Food for Staff
11. Food in Oman
Materials
1 9 T W C 2 0 1 1 A n n u a l R e p o r t 12. Materials and Supplies (95+40)
13. Phone Credit
14. Currency Exchange *** Some funds lost during currency exchange***
135.00 Dhr.
11.00 OMR
24.00 OMR
Feb 18th 2011
Feb 16th 2011
Feb 15th 2011
Miscellaneous Expenses
50.00 OMR
Feb 16th ~18th 2011
Total U.A.E. Expenses
Total Oman Expenses
Total Expenses (Combined Converted Currency) (9.5)
13,625.30 Dhr.
95.00 OMR
14,527.80 Dhr.
Department: The Writing Center
Director: Derek Michael Noel O’Connell
Date: September 24th 2011
Signature:
Stamp:
2 0 T W C 2 0 1 1 A n n u a l R e p o r t B r i e f O u t l i n e & C a p a c i t y o f W r i t i n g C e n t e r W o r k s h o p s & P r o g r a m s : Please consult the Writing Center’s curriculum & course outlines in its strategic plan for
complete and official details
Area of Focus
Writing
Workshops
Per
Week
Goals
Learning Outcomes
Paragraph,
Essay & Short
Composition
Writing
2
Improve student writing abilities
conducive
to
academic
assignments and familiarize
students to the various stages of
the writing process
• Build student confidence
in academic writing
• Improve fundamentals of
sentence and paragraph
development
• Develop quality thesis
statements, introduction,
conclusions and supportive
arguments
Business
Writing
2
Introduce various styles and
forms of practical writing to
enrich
student
writing
opportunities
• Improve writing in a
practical sense for personal
needs and interests
• Build student self
confidence in writing for
real life situations
•
Improve
practical
compositions conducive to
the needs of the workplace
and business community
Creative
Writing
(Poetry, Short
Stories
&
Plays)
2
To provide opportunities for the
expression of creative ideas and
self-expression through writing
• Develop explanatory and
descriptive skills
• Develop student interest
in poetry, short stories
plays
and
encourage
creative talents
• To promote writing as a
means
of
expression
through creative thought
and imagination
IELTS/TOEFL
Writing
3
Improve understanding of the
writing
process
through
grammatical forms, word order,
punctuation, spelling and error
correction
• Improve understanding
of nouns, verbs, adjectives,
adverbs and prepositions
of subject-verb agreement
• Develop quality writing
habits for editing, revision,
and refining compositions
• Improve student success
on
standardized
proficiency examinations
Introduction to
Research
Writing
(Quotations,
paraphrasing,
footnoting, &
bibliographies
1
To provide support to student
with English to effectively
conduct and write research
papers
• Improve student research
techniques
• Increase familiarity of
various
sources
of
information
• Reduce plagiarism
• Improve referencing and
2 1 T W C 2 0 1 1 A n n u a l R e p o r t academic honesty
Reading
IELTS/TOEFL
Reading
4
Improve reading comprehension
skills and promote reading for
academic study, knowledge and
pleasure.
•
Improve
analysis,
summarization
&
interpretation skills
• Improve reading speed
and fluency
• Develop critical thinking
skills
• Improve student success
on
standardized
proficiency examinations
Vocabulary
Vocabulary
and
Idiomatic
Expressions
3
Improve extensive vocabulary
and familiarity of everyday
expressions
of contextual use of words
• Develop vocabulary
growth of root words,
prefixes and suffixes
•
Expand
students
vocabulary and idiomatic
usage
Academic Consultations
(Maximum of 1 student per
consultation)
40
Provide guidance to students for
success
with
written
assignments/research
of written course work
• Improve quality of
student
written
submissions
• Reduce acts of plagiarism
Peer
Tutoring
Training
Program
(Participation mandatory for
all tutors)
2
Improve quality of instruction
given by peer tutors
•
Improve
tutorial
performance
• Improve tutors self
confidence
• Improve quality of
instruction
Conversation Sessions
(Maximum of 10 students per
session)
25
Provide speaking opportunities
for students to practice English
• Improve student oral
fluency,
pronunciation,
and confidence
•Provide opportunity to
practice English
•Improve
English
proficiency and develop
social skills
1-on 1 Peer Tutorials
(Individualized assistance with
a tutor for 30 minutes)
135+
per
day
Provide academic mentoring to
students from senior peer tutors
that have accomplished an
efficient level of proficiency in
English
•Provide assistance in
reading,
writing,
and
vocabulary development
•Provide assistance in
reviewing
of
subject
course content
•Provide
educational
teacher training and work
experience for peer tutors.
2 2 T W C 2 0 1 1 A n n u a l R e p o r t T W C A c c u m u l a t e d R e p o r t e d D o c u m e n t a t i o n & E x p l a n a t i o n : #
Title of Documents
1
TWC Appointment
Sheets for Academic
Students
2
3
TWC Attendance List
for Academic Students
(including Faculty
Members)
TWC Awards
4
TWC Book Inventory
List
5
TWC Brochure
6
TWC Contests
Description of Documents
•
•
•
•
•
•
•
Writing Workshops
Conversation Sessions
Academic Consultations
Tutorial Sessions
Korean Club
Poetry Club
Book Club
Students make appointments by filling out the appointment sheets
on a daily basis. Students can make appointments up to two weeks
in advance.
• Since April 2009 (Each month on a new sheet)
Students’ attendance is recorded on the excel attendance sheet
each day. The purpose to keep this is to monitor students’
absences. If there are more than 2 absences, students are barred for
the rest of the month.
• Student of the Month
• Highest Attendance
• Student Award Monthly Report
At the end of each month, students’ total attendance is calculated
in order to select students who came to the Writing Center more
than 25 times a month to award them Highest Attendance Awards.
The student who comes the most among highest attendance
students will receive the student of the month award.
• Book Inventory List
All our hard copies at TWC such as books, CDs and dictionaries
are recorded according to its titles, publishers and quantities.
TWC introduces students about programs TWC offers including
TWC timetable, rules and general information.
• Writing Center Annual Essay Contest
• Plagiarism and Detection Mechanisms Report for the 1st
Annual Essay Contest
• Essay Marking Stages
• 1st Annual Essay Contest Policy and Procedures
• 1st Annual Essay Contest Declaration of Authenticity
• 1st Annual Essay Contest Top Finalist
2 3 T W C 2 0 1 1 A n n u a l R e p o r t •
•
•
•
7
TWC Conversation
Topics
8
TWC Management
Board (WCMB)
Agendas/Minutes
9
TWC Annual Report
10
TWC Director’s General
Briefing
11
13
TWC Job Description
for Instructors
TWC Power Point
Presentation
TWC Proposal
14
15
TWC Contracts
TWC Strategic Plan
16
TWC Annual Report
Totals
12
17
18
19
20
TWC Audit Portfolio for
Student Learning
Support
TWC Official Writing
Center Operation
Manual
TWC Vision, Mission
and Objectives
TWC Document
Assistance
1st & 2nd Annual Essay Contest Posters
Writing Center Annual English Speaking Contest
Writing Center Annual Spelling Bee Contest
Notice for Contest
TWC tries to offer Academic students as many contests as
possible.
• Writing Center Conversation Topics
• Writing Center Conversation Topic Contents
TWC has about 300 different topics for the conversation as soft
copies with a lot of questions on each topic.
• Writing Center Management Board Agenda (1st~13th
Agenda)
• Writing Center Management Board Minutes (1st~16th
Minutes)
• Writing Center Annual Report 2009
• Writing Center Fall 09-Spring 10 Annual Report
• Writing Center Bi Annual Report (Sept 2009~Jan 2010)
• Writing Center Official 2009-2010 Annual Report
• Writing Center Official 2010-2011 Annual Report
• Director's General Briefing May 23rd 2009
• Directors' General Briefing October 21st 2009
• Director’s Proposal to UAC Feb. 2010
• Job Descriptions
• UoN Writing Center Contractual Job Descriptions
• Writing Center Power Point Presentation
•
•
•
•
•
•
Writing Center Proposal Amended
Writing Center Proposal Amended Official
Writing Center Staff Recommendations
The Writing Center Strategic Plan
OAC 4.6
Writing Center Annual Students Report Totals
TWC head administrator calculates how many appointments were
made during each year and how many students were registered
during each year.
• Audit Portfolio for Student Learning Support
•
Official Writing Center Operation Manual
•
Writing Center Vision, Mission and Objectives
•
Writing Center Document Assistance
Students fill out the Document Assistance Form when they receive
assistance from TWC instructors during Academic Consultation at
TWC.
2 4 T W C 2 0 1 1 A n n u a l R e p o r t 21
TWC Failure Form
•
Writing Center Failure Form
When students are absent more than 2 times each month, they are
barred for the remainder of the month.
22
23
TWC First Visit
Registration Form
TWC Monthly
Attendance Report
24
TWC Official
Administrative
Documentation
25
TWC Special Pharmacy
Classes
26
TWC Special Education
Classes
27
28
TWC Orders
TWC Posters
29
TWC Rules
30
TWC Staff
31
TWC Staff Meeting
•
•
•
Old W.C. Registration Form 2009
New W.C. Registration Form 2010
New W.C. Registration Form 2011
When students come to TWC for the first time, they must register
themselves by filling out the form putting proper information.
• 2009-2010 Monthly Student Attendance Reports
• 2010-2011Writing Center Monthly Attendance Report
• 2011-2012 Writing Center Monthly Attendance Report
At the end of each month, the Head Administrator adds all the
Weekly Attendance Reports and sends it as a Monthly Attendance
Report to the Director of TWC.
• Five major accomplishments of the Writing Center
• Report about what TWC has done (2010-2011/2011-2012)
• Student Progress Appoint by Chancellor
• Duties for Administrative Assistants
• New Faculty request borrowed materials form
• Staff Absentee Record
• Into the Future Prospective workshops for the Writing
Center
• Administrative Assistant Schedule at the Writing Center
• Student Composition Format
• Mission Statement of the Writing Center
• Pharmacy Students Name List
• Pharmacists Intensive English Program
• Pharmacy Professional Exam Review Sep 10th~ Oct 18th
• Attendance List for Pharmacy Workshop January
29th~February 9th 2011
• Attendance List for Pharmacy Students January 29th
~February 9th 2011
• Attendance List for Special Education Students Cover
• Special Education Students Attendance
• Special Education Students Attendance 2
• Weekly Attendance List for special education students
• Students Compositions
• Writing Center Order List
• W.C. Poster 2009
• Official Poster for art through English
• W.C. Hiring Tutors Poster 2010
• Korean Club Poster
• Poetry Club Poster
• Rules for use of the Writing Center
• Rules for Writing Center appointment
• List of Staff Faculty Members Registered at TWC
• Writing Center Staff Contact Info.
• Writing Center Staff Meeting Agendas (1st ~ 16th
2 5 T W C 2 0 1 1 A n n u a l R e p o r t (Agendas/Minutes)
Agendas)
• Writing Center Staff Meeting Minutes (1st ~ 16th Minutes)
• Official Faculty Survey Results of the Writing Center Jan
23rd 2010
• Official Student Survey of the Writing Center January
23rd 2010
• Official Writing Center Summary of Findings for the 2010
Faculty and Student Surveys
• Writing Center Summer Survey High School
• Faculty Survey Result
• Student Survey Result
• 2010.2011 Official W.C. Daily & Weekly Report
• 2011.2012 Official W.C Daily & Weekly Report
• Official Daily & Weekly Attendance Report Form
• Updated Peer Tutorial Completion of Appointment
• Certificate of Appreciation of Service for Tutors
• Name Tags
• 2010-2011 Official Time Table for Academic Students
Updated in December 2010
• 2011-2012 Official Time Table for Academic Students
• Time Table for Instructors
It includes PTs working hours every day, sign in, sign out & total
hours. It shows also if any tutor late, absent or day off. It is sent
every day by email to the TWC director.
It sums TWC PTs Daily Attendance for that month. It is sent on
the last day of every month to the director.
32
TWC Surveys
33
TWC Weekly
Attendance Report
34
TWC Peer Tutors
35
TWC Time Table
36
Writing Center Peer
Tutor Daily Attendance
37
Writing Center Peer
Tutor Monthly
Attendance
38
Appointment sheet
39
Failure To Attend
40
Rules & Policies for PTs
It is for students to make appointments for any session or tutorial.
It is made for every week of the year.
This report is for students who couldn’t keep the attendance for
two times during one month. It is updated every month.
These are to help PTs knowing how they should be at TWC.
41
Tutors Absentee Record
This record shows when any PT late or absent.
42
Observation Time Table
43
Writing Center PTs
Contact Information
This schedule is made every semester twice to observe the tutors.
It has list of tutor’ names and which day and time for each one
observation. Also, it includes requirements for a successful
observation & assessment to support tutors in preparing.
It contains name of tutors, their ID numbers, their majors, and their
emails.
44
PTs time table
45
WC Foundation
Attendance List
46
TWC Textbook
Inventory List
47
Registration Foundation
This schedule shows PTs working hours at TWC. It is updated
whenever there is any new tutor and each and every semester.
This list has all names of foundation students who registered at
TWC. Also, it contains their daily attendance. Every month has a
list.
This list shows all books & CDs that at TWC and their numbers.
The form is using for foundation students registration at TWC for
2 6 T W C 2 0 1 1 A n n u a l R e p o r t Form
48
Foundation Time Table
49
Registration High School
Form
50
Weekly Peer Tutorial
Instruction Report
51
Weekly Report of TWC
Peer Tutoring Training
Program Attendance
List
52
Weekly Report of TWC
Peer Tutoring Training
Program Sheet
53
Peer Tutors Meeting
54
Revised EnglishAcademic Peer Tutor
Hiring Form for 2011
Peer Tutors Working
Hours & Peer Tutorial
Instruction
55
56
Tutor’s Scheduling &
Attendance
the first visit.
It is updated when needed.
The schedule for Foundation students to have tutorials at TWC.
In addition, it consists of TWC rules.
This form is used for High School students’ registration at TWC
for the first visit only in summer courses.
The report has total peer tutorial instructions for every peer tutor in
per week. In addition, it contains the sum of late, absent and
working hours for each PT during the week. It is sent every
Wednesday to the Director.
The list displays the PTs attendance in every Peer Tutoring
Program of each week. Moreover, it has the workshop title, the
date and the instructor for each training program. So far, the total
number of these workshops is 60 (September 22nd 2011 ~ October
5th 2011).
It is the hard copy form of Peer Tutoring Training Program
Attendance.
This is agenda and minutes of any PTs meeting with TWC
Director. It has all points that were mention during the meeting
including the attendance and the time of the day.
The form is for students who want to be a peer tutor at the TWC. It
has all the responsibilities and details to become a PT. It contains
the process of hiring PT: rules, policies, evaluation, SSF Approval
This is used to check the number of tutorials that on a daily basis.
Also, the attendance of every tutor of arrival and departure from
TWC for each day. It is updated every week.
This book is for each PT. It contains the rules and policies for
TWC PT’s. PTs write their attendance, sign-in and sign-out, in it.
PTs use it to record who, what, & when they taught on a daily
basis. Also, it has contains grammatical rules that can help PTs to
review and apply while tutoring in writing.
2 7 T W C 2 0 1 1 A n n u a l R e p o r t W r i t i n g C e n t e r P r o g r a m s & S e r v i c e s S c h e d u l e : Time
Writing Workshops
9:00 AM -‐ 9:50 AM SATURDAY Paragraph, Essay & Short Composition Writing 10:00 AM IELTS & -‐ TOEFL 10:50 AM Reading 11:00 AM -‐ 11:50 AM 12:00 PM -‐ 12:50 PM IELTS & TOEFL Writing Practice Vocabulary, Idioms & Phrasal Verbs SUNDAY IELTS & TOEFL Writing Practice Summary & Paraphrasing Writing IELTS & TOEFL Reading Business English Writing MONDAY IELTS & TOEFL Reading Paragraph, Essay & Short Composition Writing Vocabulary, Idioms & Phrasal Verbs IELTS & TOEFL Writing TUESDAY Vocabulary, Idioms & Phrasal Verbs IELTS & TOEFL Writing Practice IELTS & TOEFL Reading Paragraph, Essay & Short Composition Writing WEDNESDAY Projects & Research Writing Creative Writing (Poetry, Short Stories and Plays) Summary & Paraphrasing Writing Creative Writing (Poetry, Short Stories and Plays) 1 on 1 Tutorials
8:30 AM ~ 4:00 PM *Every 25 minutes* Writing, Reading, Computer Assisted Learning, Vocabulary, Idioms, Exam Preparation ***Improve your English proficiency with a senior academic student*** ***1:30PM ~ 2:00PM – LUNCH BREAK FOR PEER TUTORS*** Conversation Sessions
8:30AM – 8:55AM, 1:00PM – 1:25PM, 1:30PM – 1:55PM, 2:00PM – 2:25PM, 2:30PM – 2:55PM *** Oral discussions to improve communication skills*** Academic Consultations with Native Speakers
Saturday ~ Tuesday (Tom) 9:00AM-‐9:25AM, 11:00AM-‐11:25AM, 2:30PM-‐2:55PM 3:00PM-‐
3:30PM Saturday ~ Tuesday (Leona) 9:00AM-‐9:25AM, 9:30AM-‐9:55AM, 10:00AM-‐10:25AM, 1:30-‐
1:55PM, 2:00-‐2:25PM, 2:30PM-‐2:55PM Wednesday (Tom) 9:00AM-‐9:25AM, 11:00PM-‐11:25PM Wednesday (Leona) 10:00AM-‐10:25AM, 1:30PM-‐1:55PM ***Students seeking assistance with assignments, homework, research, projects & presentations*** Extra-Curricular Activities
Poetry Club: Every Sunday from 3:30PM-‐4:30PM **Read, Share, Discuss & Create Your Own Poetry**
Korean Club: Every Monday from 3:30PM-‐4:30PM **Let’s speak Korean!!! ** Book Club: Every Tuesday from 3:30PM-‐4:30PM **Start your day with a new page **
2 8 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 5 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday September 29th 2010
Time: 2:30PM
Place: Building 11i Writing Center
Director:
Derek O’Connell
The Acting Director of the Writing Center
Members in Attendance:
Leona Wellington
Instructor of the Writing Center
Lisa O’Connell
Head Administrator of the Writing Center
Badriya Al Tobi
Administrator of the Writing Center
Olla Al Rawahi
Tutor of the Writing Center
Khalsa Al Abri
Tutor of the Writing Center
Item
No.
Issues and Matters
Action
Rules of Starting/Finishing Classes
• Students are supposed to attend their classes on time and
they are strongly encouraged to come to the Writing Center
at least 5 minutes before the class time.
A) Students are not allowed to attend any Workshops after 10
minutes of the class time.
B) Students are not allowed to attend any Conversation
Sessions and 1 on 1 Tutorials after 5 minutes of the class
time.
C) Students can do self-study such as reading a storybook and
listening by themselves during lunch break for tutors
between 1:30pm ~ 2:00pm.
D) Students and tutors cannot interrupt Workshops for any
reason and are also prohibited to sit and wait for the next
class while the Workshop is on the progress.
Implemented
Meeting Started at 2:30 PM
1.
2 9 T W C 2 0 1 1 A n n u a l R e p o r t E) Administrators should keep the rules of the Writing Center
and encourage tutors and students to follow the rules as
efficiently as possible.
2.
6.
Charlie and the Chocolate Factory Journals
• Due date for submission of Tutor’s journals related to the
Charlie and the Chocolate Factory was August 1st 2010.
• The next due date for the submission will be next
Wednesday which is October 6th 2010.
• Those who submit their journals on time will be granted 2
hours in the future and it will be the decision of the
Director of the Writing Center.
• Those who don’t submit their journals on time will not be
considered for extra working.
• Instructor cannot repeat asking tutors to submit their
journals over and over again. Tutors should respect their
due date no matter what.
• Instructors require tutors to use formal English whenever
they do their homework and write journals as being tutors
who help students in English.
Peer Tutoring Training Workshop and Journals
• Leona Wellington’s training workshop will be on
Tuesdays from 1:00pm ~ 1:50pm.
• Derek O’Connell’s training workshop will be on
Wednesdays from 10:00pm ~ 10:50pm.
• Administrators should cancel the tutorials and
consultations for the training workshops.
• Tutors should write their journals at least 5 times a week
and the Director of the Writing Center will check their
journals at the end of each week.
• Badriya Al Tobi should submit Monthly Report for
tutors’ journals to the Director of the Writing Center at
the end of each month.
A.O.B
• The Director of the Writing Center requests on the Omani
coffee and dates for the guests.
The next meeting to be held in two weeks time.
7.
The meeting was adjourned at 4:00PM.
4.
5.
Implemented
Implemented
3 0 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 6 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday December 1st 2010
Time: 2:30PM
Place: Building 11i Writing Center
Director:
Derek O’Connell
Leona Wellington
James Hughes
Lisa O’Connell
Badriya Al Tobi
Item
No.
Issues and Matters
Action
1.
Reorganization of Administrative Positions, Responsibilities and Implemented
Duties
• The Director of the Writing Center restructured each staff
position and specified the duties of each position.
• The Director of the Writing Center created a flow chart in
regards to staff position to make it clear to understand.
WCAB
I
Director
I
Instructors
I
Head Administrator
I
Administrator
I
Administrative Assistants
I
Peer Tutors
3 1 T W C 2 0 1 1 A n n u a l R e p o r t 2.
3.
4.
5.
E) Instructors should work as supervisors and also as
administrators.
-‐ As supervisors, they should provide assistance to peer
tutors along with Peer Tutoring Training Workshops.
-‐ As administrators, they should be able to assist
administrators with Writing Center operations in case
administrators are not available at the front desk.
F) Administrative assistants have no authority to make any
decisions at the Writing Center.
-‐ Assistants must help administrators with helping students
with scheduling of appointments & registration of new
students.
-‐ They must help instructors and administrators with
delivery/pick-up hard copies to/from the copy center.
-‐ They must help instructors with making photocopies.
-‐ They must check students’ attendance before workshops &
conversation sessions and also finish the classes by ringing
the bells.
-‐ They must not use computers for purpose of Writing
Center work such as records and documents.
-‐ They must collect Tutors’ journals and put them on the
tutor’s desk on Wednesdays.
-‐ They can send tutors’ assignments to their professors
instead of tutors.
-‐ They can type students’ composition for instructors.
G) Administrators are required to write their duties as a team
and as individuals. Also they are required to write duties
for assistants.
Providing Assistance to Foundation Students
• For Foundation students, only 2 slots per class are
permitted.
• Administrators as a team should explain the rule of
Writing Center to each Foundation student, especially the
rule of English speaking only environment. If students
continuously use Arabic, we should encourage them to
visit their own teachers for further assistance.
Time Management of Personal Affairs
• Tutors are no longer able to leave the Center unless it is an
emergency.
Essay Contest/Surveys/After School Programs
• 2nd Essay contest for 2010-2011 and Surveys will be
planned on December 26th 2010.
• Extra curricular activities such as Movie Night and Book
Club will be designed shortly.
Conferences
• There will be MENAWCA 2011 Conference on February
17thand 18th at the American University of Sharjah. The
Writing Center staff members are encouraged to join the
conference.
Implemented
Implemented
3 2 T W C 2 0 1 1 A n n u a l R e p o r t Writing Center instructors will participate at the
conference.
Reinforcement of Writing Center Rules + Policies
• Instructors and administrators are required to monitor and
enforce the Writing Center English speaking policy.
UON Accreditation Process
• All official documents should be ready before February for
the accreditation process.
• Writing Center staff must be familiar with the Writing
Center Operation Manual.
A.O.B
• The Writing Center welcomes a new instructor, Mr. James
Hughes. He began teaching duty on November 28th 2010.
The next meeting to be held in two weeks time on December 15th
2010.
•
6.
7.
8.
9
10.
3 3 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 7 t h S t a f f M e e t i n g ( W C S M ) Date: Sunday December 19th 2010
Time: 3:15PM
Place: Building 11i -17
Director:
Derek O’Connell
Leona Wellington
James Hughes
Lisa O’Connell
Badriya Al Tobi
Item
No.
Issues and Matters
Action
2 Special Students from Pharmacy
• The Writing Center has been providing special classes for
2 students (Nassra Al Alawi, Zakiya Al Handhali) from
CPN (College of Pharmacy & Nursing) since December
5th 2010. Both classes are geared towards improving
interview and communication skills.
• Nassra Al Alawi has 2 different classes each day.
Ø The first class is for Academic Consultation with
an instructor, Leona Wellington from
8:00am~9:00am.
Ø The second class is for 1 on 1 tutorial with one of
the Writing Center tutors, Yusra Al Masrori from
9:00am~10:00am.
Implemented
1.
•
Zakiya Al Handhali has 3 different classes each day.
Ø The first class is for 1 on 1 tutorial with one of the
Writing Center tutor, Bahiya Al Riyami from
8:00am~9:am.
Ø The second class is for Academic Consultation
with the Director of the Writing Center, Derek
2.
9
10.
O’Connell from 9:00am~10:00am.
Ø The third class is for 1 on 1 tutorial with Bahiya
Al Riyami from 10:00am~11:00am.
Two tutors (Yusra Al Masrori, Bahiya Al Riyami) who
teach the two CPN students (Nassra Al Alawi, Zakiya Al
Hadnhali) will observe in their lab for 2 hours per week in
order to provide them better instructions.
Classes for Special Education Students
Implemented
• The Writing Center has been providing Academic Classes
for Special Education students since December 13th 2010.
• The Writing Center administration is in charge of
registration and attendance.
• The official document, which indicates that the Language
Center is helping Special Education students with
registration and evaluation, must be corrected
immediately. It should be clarified that the Writing
Center, not the Language Center has provided all the
services for the Special Education students.
• The Writing Center is not for
testing/evaluating/accrediting students. The Writing
Center provides academic support to students.
• The Writing Center will continuously assist students in
Academic Workshops, Conversation Sessions and
Academic Consultations.
• The Writing Center will provide academic classes until
January 19th 2011.
• The Writing Center instructors will collect students’
writings during workshops and the compositions will be
used for providing students with suggestions for
improvement.
The next meeting to be held in two weeks time on January 5th
2011.
3 5 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 8 t h S t a f f M e e t i n g ( W C S M ) Date: Saturday January 1st 2011
Time: 3:30PM
Place: Writing Center Director’s Office (#11i-17)
Director:
Derek O’Connell
Director of the Writing Center
Lisa O’Connell
Leona Wellington
Writing Center Instructor
James Hughes
Item
No.
Issues and Matters
Action
Quality Audit Portfolio (QAP)
• The Director of the Writing Center Derek will verify to
UoN administrators that all Writing Center staff have read
the QAP and had their questions about it answered.
• All supporting documents will be printed out and hard
copies stored on the refrigerator in Leona & James’s
office.
• All Writing Center staff must read TWC Operations
Manual and the above supporting documents as well as the
QAP.
• Brief history of UoN from its charter by HM the Sultan to
the present.
• Overview of UoN vision (“to be a beacon or minaret”) and
mission (a non-profit institution governed by its faculty)
• Overview of UoN’s 10 main aims with emphasis on
safeguarding (not trying to change) Omani values,
heritage, and society.
• UoN values: academic excellence, leadership through
research & technology, quality management, and
sustainable development
• Overview of UoN management structure: “a two-way, not
a one-way street—ideas flow from bottom to top as well as
Implemented
(To
be
continued/
completed at
the
next
meeting)
1.
3 6 T W C 2 0 1 1 A n n u a l R e p o r t the reverse.”
Discussion of university budget & expenditures 2004-2009
(charts, p.19) with attention to student support fund.
• Student grievance process (flow chart, p.26).
• Student/staff health & safety—health insurance, Ghana
Clinic.
• Student learning objectives and course delivery &
assessment.
• Learning outcomes as based on Bloom’s Taxonomy (p 32).
• Curriculum design; program & department requirements
& electives.
• UoN faculties: Arts & Sciences, Economics &
Management, Engineering & Architecture, and Pharmacy
& Nursing
• Plagiarism policy; instruction from TWC director to read
copyright information for both students and staff; penalties
for cheating discussed. “We [TWC] are at the forefront in
combating it.”
• Student learning through research (longest section in
QAP)—very important for TWC because many students
who visit have research to do, and the center teaches the
necessary skills for this.
• Statistics on master’s programs at UoN (p. 50). These
programs will likely increase in size & number, and as this
happens more advanced students will visit The Writing
Center. TWC director: “In three, four, five years, all our
tutors will be MA students.”
• Thesis completion & approval process. Projects awarded a
Pass with Distinction and published by UoN should give
credit where due to TWC.
• Consultancy—academic advising
• Staff research—discussion of how relatively little use UoN
faculty have made of available funding (table, p. 57) and
professional development opportunities (“where we come
in” with TWC’s participation in, e.g., the MENAWC
conference in Sharjah in February). Also, the number of
publications by UoN staff is “staggeringly low.”
• Chapter 6, “Academic Support Services,” with detailed
discussion of section 6.6.2 (“The Writing Center”) and of
factual errors & typos.
• Chapter 7 “important for us [TWC staff]. We are a support
service and connected to the student support fund. But
student support service is greater than you might think”-includes a number of centers besides TWC.
• Student counseling. Reminder that UoN provides a
community service.
• Staff support services—severance packages, etc.
TWC QAP
Implemented
Review of Required Reading
Implemented
•
2.
3.
6.
7.
8.
Classroom visits and promotion of TWC
A.O.B.
The next meeting to be held on Wednesday 5 January 2011.
The meeting was adjourned at 5:30 PM.
3 8 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 9 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday January 5th 2011
Time: 3:30PM
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
James Hughes
Item
No.
Issues and Matters
Action
• The Director of the Writing Center made sure that the
Writing Center teachers and the administrations have been
provided full access to all documents pertaining to the
QAP and the Writing Center.
• All staff members have been instructed to read the content
in their entirety and familiarize themselves with the QAP.
• All supporting documents were printed out and the hard
copies were stored on the refrigerator in Leona & James’s
office.
• All Writing Center staff must read TWC Operations
Manual and the above supporting documents as well as the
QAP.
• The Director summarized the QAP pages from 75 to 120.
TWC Confidentiality Agreement
• The Director handed out ‘Agreement Concerning
Expectations & Assigned Professional Responsibilities’ to
Implemented
(To
be
continued/
completed at
the
next
meeting)
1.
2.
Implemented
4.
5.
6.
7.
8.
each staff member to sign after they completed reading the
all documents of QAP.
• The soft copies of QAP were placed on the desktop of each
staff member’s computer.
• The Director also made sure that it would be each staff
member’s own responsibility to have hard copies of QAP
for better reading.
Review of Required Reading
Implemented
Review of The Writing Center Schedule
• There will be changes to the teacher’s teaching schedule
and the Head Administrator will be in charge of creating
a new schedule for each teacher. Also the board schedule
needs to be changed according to a new schedule.
Conference Update
• The Vice Chancellor of Academic Affair, Dr. Abulaziz
Al Kindi approved the request for the staff and peer tutors
of the Writing Center to attend the Middle East North
African Writing Centers Alliance 2011 Conference
(MENAWCA), at the American University of Sharjah on
February 17th ~18th 2011. The Department of Student
Affairs will arrange transportations and accommodations
for the tutors. And the tutors must obtain the letter of
agreement from their parents.
A.O.B.
The next meeting to be held on Wednesday 19 January 2011.
4 0 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 0 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday January 19th 2011
Time: 2:30PM
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
James Hughes
Jokha Al Tobi
Administrative Assistant
Item
No.
Issues and Matters
Action
• The Director of the Writing Center made sure once again
that the Writing Center teachers and the administrations
have been provided full access to all documents pertaining
to the QAP and the Writing Center.
• The Director summarized T.W.C Audit Portfolio for
Student Learning Support.
• All Writing Center staff members must read Writing
Center Audit Portfolio for Student Learning Support and
the Strategic Plan. Both documents are placed on the
cabinet in office 11i-19.
• All Writing Center staff also must become familiarized
with ADRI cycle of T.W.C.
• The Director informed that all staff must be present on
Thursday meeting, January 20th 2011 as per the Chancellor
Implemented
1.
3.
4.
6.
7.
8.
of the University of Nizwa’s request for all staff. Absence
must be accompanied with a doctor’s note and no
exceptions are allowed.
New Policy of T.W.C
Implemented
• T.W.C. PTs(Peer Tutors) must inform either Lisa
O’Connell or Badriya Al Tobi by SMS or phone call in
case they will be absent or late for work.
• T.W.C staff members must inform the Director by calling
his cell phone or office phone in case they will be absent or
late for work. If the Director doesn’t answer the phone,
they should inform the Head Administrator.
Leave System
Implemented
• HR introduced to all faculty members Wave ERP for leave
which is not yet operational.
• The Director of T.W.C explained the process of the leave
system.
Printing Problem
• T.W.C must reduce the amount of photocopies.
Administrators are expected to uphold the policy of not
permitting tutors from making copies for personal
reasons. Photocopies are only permitted if the material is
related to T.W.C activities.
A.O.B.
The next meeting to be held on Wednesday February 2nd 2011.
4 2 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 1 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday January 26th 2011
Time: 2:30PM
Place: Writing Center (#11i)
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
James Hughes
Item
No.
Issues and Matters
Action
1.
CNP Program
Implemented
• TWC will extend its services and programs in aims of
better preparing graduating pharmacy students for their
external interview for the P.P.E.
• The intensive oral communications program will primarily
provide diverse student centered opportunities to practice
their oral proficiency in the context of interviews and
medicine. In addition, knowledge, skills, and tips will be
incorporated into the program to further assistance students
on how to successfully pass an interview and improve
overall student confidence in applying the English
language outside the classroom norms.
• TWC will be borrowing on the speaking philosophy
established by the IELTS speaking component, by placing
the greatest emphasis on three key areas:
1. Ability to respond to general questions. (4~5
minutes)
3.
4.
5.
2. Ability to elaborate in greater details to specific
questions. (3~4 minutes)
3. Ability to communicate in a two-way discussion
with more abstract questions broadly linked to the
topic introduced. (4~5 minutes)
• TWC will provide three instructors that will be responsible
for teaching 3 groups of approximately 25 students each
for a 3 hour duration from 9:00am ~ 12:00pm commencing
on January 30th 2011 and will conclude on February 9th
2011. Attendance will be recorded and forwarded to the
Dean of Pharmacy at the end of the program. Students will
be highly encouraged to participate in voluntary Writing
Center conversation sessions, on their own accord, from
1:00pm~3:00pm within the center’s normal operations.
Similar cooperative efforts are planned for on a continuous
semester basis between the CNP and TWC in hopes of
improving academic excellence and achievement from
students at the UoN.
• Each and every Wednesday, classes will not resume as
normal but be replaced with an interview schedule for each
student in the course to be provided with a 5-minute
practice interview with TWC instructors.
• The mock interviews will be based on real questions
students will experience during the P.P.E and will better
prepare the students and improve their probability of
success.
QAP Expectations
Implemented
• When the Quality Assurance Auditors visit the UoN, they
will expect the staff to be honest and provide evidence to
support facts presented.
• The Director of TWC will provide the staffs exercise
questions to prepare for the real interview with the
auditors.
Culture Week
Implemented
• Badriya Al Tobi will be in charge of preparing Culture
Week. Leona Wellington will assist Badriya with activities
and ideas.
• Badriya will check the ideas with the Director. Also, she
will submit the proposal for Culture Week to the CSS and
attend the meeting as a supervisor.
• The Director of TWC made sure that the title of TWC
booth at the Culture Week should be ‘The Writing Center’.
New Programs at TWC
• TWC will be able to offer Academic students more extra
curricular activities such as Reading Club and Movie Night
after February 9th 2011.
• The staff of TWC should prepare each activity in detail
along with creating a new poster.
New Semester Initiatives
•
6.
7.
8.
The instructors, Leona Wellington and James Hughes will
offer academic students TOEFL & IELTS writing during
the Practical Writing workshops. They should be able to
focus on real academic writing.
The administrators should always encourage academic
students to join more workshops.
A.O.B.
• The Director of TWC will consider hiring the 3rd instructor
when it is necessary.
The next meeting to be held on Wednesday February 9th 2011.
4 5 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 2 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday February 23rd 2011
Time: 2:15PM
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
James Hughes
Item
No.
Issues and Matters
Action
1.
Brief Discussion regarding previous TWC Minutes of January Implemented
26th 2011
• The Director of TWC made sure that the Head
Administrator, Lisa O’Connell should send the Minutes of
each staff meeting to all TWC staff members via e-mail.
Each staff member is required to read & comprehend the
contents of the all TWC Minutes.
• The Director of TWC also reminded the WC staff that each
member should provide honest answers and evidence to
support facts presented when the Quality Assurance
Auditors visit the UoN.
• Cultural Week preparation for the WC booth needs to be
started, since it will begin on March 16th 2011. Each staff
member of TWC should participate and exchange ideas as
a team.
• The Administrator, Badriya Al Tobi who is in charge of
the Cultural Week should contact Nasser Al Bahlani from
the Center for Student Activities, confirming the Theme of
3.
4.
7.
8.
the Cultural Week this year and the date of funding
accessible in order to start preparing for the Cultural Week
ASAP.
• TWC schedule will not be changed due to the Cultural
Week.
• Extra Curricular Activities and IELTS & TOEFL
Workshops will be suspended.
QAP Queries from staff
• The Director of TWC provided the staff Mock Interview
with exercise questions to prepare for the P.P.E. with the
external auditors.
• Each staff should read and be familiarized the Quality
Newsletter and the Random Interview Sample Sheet
provided by Rose Bahou, the Quality Audit Officer.
Instructors’’ Schedules
• 12:00 PM Consultation on Monday for James Hughes is
removed.
• 11:00 AM Consultation on Tuesday for Leona Wellington
is also removed.
• 1:00 PM Peer Tutoring Training Workshop with Leona
Wellington is transferred to 11:00 AM instead.
• The Head Administrator, Lisa O’Connell will provide a
new schedule for each instructor via e-mail.
A.O.B.
The next meeting to be held on Wednesday March 9th 2011.
Implemented
Implemented
4 7 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 3 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday March 23rd 2011
Time: 2:30PM
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
Tom Hughes
Item
No.
Issues and Matters
Action
1.
Welcome New Staff Members
• TWC Staff members welcomed a new instructor, Tom
Hughes to TWC. Mr. Tom Hughes started working at
TWC as of March 14th 2011.
Implemented
2.
Changes to Administrative & Instructional Responsibilities
• Instructors must be responsible for following their
prescribed TWC teaching schedule, and are required to be
punctual for beginning and ending of all workshops,
consultations, and conversation sessions in accordance of
all implemented TWC programs and services.
Implemented
•
Administrators are not required to notify and remind
instructors of the daily teaching responsibilities.
•
All teaching responsibilities are expected to be taught
explicitly assigned instructors, switching of classes or a
4 8 T W C 2 0 1 1 A n n u a l R e p o r t duty between instructors is strictly prohibited without the
approval of TWC Director.
•
•
3.
Administrators are required to monitor instructors and
tutors attendance and punctuality of all TWC programs and
services.
Tardiness and absences of all TWC employees and tutors
must be reported to TWC Director.
•
Peer tutors have be assigned an office contingent upon
upholding specified rules and regulations set forth.
•
Administrators are required to draft a job description for a
possible third administrator.
Director’s Expectations of Staff
Implemented
• The Director of TWC indicated that TWC will go through
a lot of changes in the next few months and semesters, and
expects TWC staff to follow the following rules and
regulations:
1) Instructors are obligated to start and finish
workshops, consultations, and conversations
sessions on time.
2) Instructors are professionally obligated to be
prepared for all classes in advance.
3) Instructors are required to confirm students’
attendance for all classes with the administration
prior to providing instruction.
4) All conversation classes are required to have a
different topic and should not continue into the next
session. Each session should be different from the
next session.
5) All TWC employees are responsible for compliance
with all UoN and TWC policies and regulations
regarding annual leave, absenteeism and sick leave
effective immediately.
6) All TWC employees are required to request leave,
report absences through the WAVEERP SYSTEM.
7) All TWC employees are required to read the above
mentioned policy regarding leave, absence, and
sicknesses. Copies have been sent to all employees
via email.
4 9 T W C 2 0 1 1 A n n u a l R e p o r t 8) All TWC employees are required to be responsible
for reading the minutes of previous meetings, and
of announcements sent from various departments
regarding UoN policies and regulations or changes
thereof.
9) All TWC employees are encouraged to familiarize
themselves with the Google applications that Mr.
Daniel Lynds from C.I.S (Chief of E-Learning)
presented to TWC staff members. Google Docs and
Google Calendar will be adopted by all TWC
members in the very near future.
4.
5.
6.
Summer Leave Dates for TWC Staff
• All TWC members should read the TWC and HR policy
for the new leave system and should discuss their vacation
period for this year with the Director of TWC before
applying.
•
All TWC staff members will be permitted to request
vacation from starting from July 1st 2011 to September 6th
2011.
•
All TWC staff are highly encourage to submit their
requests for leave and airfare through the WAVEERP
SYSTEM, before April 1st 2011. Failure to do so may
result in the Department of HR of restricting the allowance
of air travel and reservations.
•
All TWC members are required to submit a doctor’s note
from Ghana Clinic in case of all absences. The UoN will
not accept any doctor’s note from other clinics, except
from the list of UoN recommended clinics.
A.O.B
• Administrators should contact IT to hook up the Internet
for the WC instructors.
Next meeting yet to be announced
Implemented
Implemented
5 0 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 4 t h S t a f f M e e t i n g ( W C S M ) Date: Wednesday April 27th 2011
Time: 2:30PM
Place: TWC Director’s Office (#11i-17)
Director:
Derek O’Connell
Lisa O’Connell
Badriya Al Tobi
Leona Wellington
Tom Hughes
Item
No.
Issues and Matters
Action
1.
Essay Contest
• Two instructors created lists of 20 essay topics and the
TWC staff members selected the 10 best topics among
them. TWC director will make a final decision regarding
topic selection.
• The 2nd Essay Contest will be held in Al Shaba Hall on the
17th of May 2011.
• Further details are needed to be discussed prior to the next
meeting.
Implemented
2.
Progress Report on Lessons
• The Director of TWC asked two instructors to create
100~120 quality lessons in order to conduct better
workshops in the future and offer a prepared curriculum.
Tom Hughes has completed 75% of his lessons and Leona
Wellington has completed 84% of her lessons, regarding
the first round of workshops under revision.
Improving Workshop Student Participation
Implemented
3.
In progress
•
•
•
4.
5.
6.
Topics of current workshops are required to change due to
lack of students’ attendance and participation in each
workshop.
IELTS & TOEFL Writing Practice and IELTS & TOEFL
Reading workshops will be the replacement for Paragraph,
Essay, Short Composition Writing and Reading Activities.
Editing, Revising and Grammar workshop will be
eliminated.
Visiting Academic classes, handing out the brochures,
putting up the posters and showing TWC presentations on
TV screen inside the cafeteria will help promoting the
Writing Center on campus.
Conversation Scheduling
• Conversation timetable needs to be changed since the
topic of each class hasn’t changed effectively.
• Tom Hughes will teach 1:00 and 2:30 classes and Leona
will teach 2:00 classes. Also the Director of the WC will
teach 1:30 classes.
A.O.B
• Cups with TWC logo, small calendars and spring notes
that include TWC timetable and rules are considered to be
good samples that can be used for attracting more students
to the Writing Center.
Next meeting Wednesday, May 4th 2011 at 2:30pm
Consideration
Implemented
5 2 T W C 2 0 1 1 A n n u a l R e p o r t M i n u t e s o f t h e 1 5 t h S t a f f M e e t i n g ( W C S M ) Date: Saturday, June 11th 2011
Time: 3:00 PM
Place: Director of TWC Office 11i-17
Director:
Mr. Derek M.N. O’Connell
Mrs. Lisa O’Connell
Writing Center Head Administrator
Ms. Badriya Al Tobi
Writing Center Administrator
Ms. Leona Wellington
Mr. Tom Hughes
Item
No.
Issues and Matters
Action
1.
Summer Program
•
The Director of TWC expects that all TWC staff members
will work together as effectively as possible and try to
solve the minor daily problems as a team and
communicate suggested solutions and final outcomes to the
Director.
•
Dual job responsibilities of the Director and teaching for
the CEMIS require the staff to communicate with the
Director and administration more effectively and display
initiative, so that greater accountability and responsibility
will rest on all staff members of the center, while
alleviating additional constraints from the Director.
•
Instructors are required to be more self-reliant and
independent, and need to carry out their own errands with
various departments on their own without the dependency
Implemented
5 3 T W C 2 0 1 1 A n n u a l R e p o r t of the administrative staff doing it for them.
•
Foundation students and high school students are allowed
to participate in all programs and services offered at TWC
during the Summer Program, with the exception of
Academic Consultations.
•
Academic students currently enrolled in their degree
programs must be considered at all times to be the center’s
main priority, and take precedence over all other students.
•
Instructors are encouraged to teach a minimum of one
workshop per day, 2 consultations, and 2 conversations
sessions throughout the summer.
The Administration needs to make sure that students join
the workshops as much as possible. In cases where
students are not available, workshops must be turned into
training sessions for the center’s peer tutors.
Progress Report on Lessons
•
2.
•
3.
Implemented
The Director of TWC expected that two instructors will
finish their administrative assignments and preparation for
the Fall Semester prior to their summer vacation leave.
-‐
Tom Hughes submitted his first assignment and now he
is working on his second assignment of 100 Creative
Writing Lessons.
-‐
Leona Wellington has not completed her first
assignment, and has been assigned her second
assignment, which involves extracting IELTS Writing
from various samplings and to continue to develop
Pharmacy Professional Exam Material conducive to
oral and interview skills and content.
A.O.B
In progress
•
Instructors must inform administrators when they are
absent or late.
•
Korean Club & Poetry Club will be offered twice a week
during the Summer Program. Korean club from 2pm~3pm
Saturdays and Mondays, and the Poetry Club from
2pm~3pm on Sundays and Tuesdays.
•
Administrators are expected to write a job description for a
3rd potential administrator.
•
All TWC staff members are required to take IC3 courses
5 4 T W C 2 0 1 1 A n n u a l R e p o r t and obtain IC3 Certificates before the end of Spring
Semester of 2012 – June 1st 2012.
•
Leona Wellington will have her summer leave from July
2nd ~ August 30th 2011.
Tom Hughes will have his summer leave from August 14th
~ September 6th 2011.
•
4.
5 5

The University of Nizwa

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