June 2012 - University of Fort Hare

TEACHING AND LEARNING CENTRE NEWSLETTER
June 2012 Edition
Editor: Dr AH Makura
Thala Lolwazi, Chumisa!
THE TLC GETS A NEW DIRECTOR
Her name is Dr
Noluthando Toni.
She joined the
Teaching and
Learning Centre
(TLC) at the
beginning of
February 2012.
She joins the
university of Fort
Hare (UFH) from
Dr Noluthando Toni
the Nelson
M a n d e l a
Metropolitan University (NMMU). At NMMU Dr Toni was the
Director of School for Initial Teacher Education in the Faculty of
Education. Before rising to the then position of Director of School,
Dr Toni was the Head of Department for the Foundation Phase
Studies Department. Hence leadership at the highest levels in
higher education contexts is within her blood! Noluthando, as she
passionately prefers to be referred to, played an instrumental role
as the Head of Department in the re-accreditation of the Bachelor
of Education degree (B.Ed) Programme by the Higher Education
Quality Council (HEQC) at the NMMU in 2007. But alas! before
finishing her three year tenure as the HoD she was then asked to,
and assented to act as the Director in 2009.
In 2010 she was appointed the substantive Director of the school
on a three year period. As fate would have it, and true to a
trademark leader genius, Noluthando was identified, courted and
whisked once again....albeit, untimely, vacating her last NMMU
position to take up her current strategic position at the UFH.
Although Dr Toni has become attached to issues of
transformation, race and racism in higher education, she is
passionate about the advancement of teaching and learning in
higher education, particularly the transformation of curriculum for
epistemological access for all students. Her views on academic
staff support and development are premised on conceiving
teaching as a scholarly act. She asserts that crafting teaching
and learning as a scholarly act should encompass utilising
approaches that are applied in other areas of knowledge
production; constant reflection on teaching approaches and
technologies, assessment tools and methods, etc.; sharing
teaching practices with others; applying recent and relevant
literature in particular disciplines; and publishing the 'best'
practices under the banner of Scholarship of Teaching and
Learning (SoTL).
As corollary to the above, Dr Toni's research interests include, but
are not exclusive to, transformation in higher education, issues of
race and racism, identity formation and educational issues in
general. Dr Toni has presented a number of papers at national and
international conferences where she delves into realities of
teaching and learning in South African institutions of higher
learning. During her tenure as director, Dr Noluthando Toni has
declared research within the TLC a priority area, and more so, with
heightened attention. With the support of all of us, she will achieve
her cherished academic goals. Dr Toni replaces another female
academic Prof Christine Woods, who resigned in mid 2011. We
welcome Dr Toni to the TLC family and the UFH community.
Compiled by Dr. Alfred H. Makura
Snr. Consultant: TLC
CONTACT US:
Alice Campus Henderson Hall
Private Bag x1314 / Alice / 5700 / Tel: 040 602 2240 / 2704
East London Campus
Private Bag x 9083 / East London / 5200 / Tel: 043 704 7026 / 7031
Website: www.ufh.ac.za/centres/tlc
letters to the editor can be sent to: [email protected]
University of Fort Hare
Together in Excellence
THE 2012 VC'S EXCELLENCE IN TEACHING AWARD RECIPIENT
Dr Dianne Shober
The 2012 VC's Excellence
in Teaching Award in the
Experienced Te acher
Category, was conferred on
the 2011 nominee, Dr
Dianne Shober, who is
Deputy Head in the English
Department on the 15 May
UFH Graduation
Ceremony in East London.
As a result of her infectious
passion and commitment to
teaching and learning,
Dianne has inspired others
in the Department of
English to excel in their
teaching, and to strive to
enhance students' critical
engagement in the learning process.
She established the thriving voluntary reading group for students of all
faculties, whose intention is that of creating a reading and critical thinking
culture that is reviving the core founding values of the university. In order
to aid students' academic development, Dianne has written and
published two textbooks which now form part of the students' set work
and compulsory reading at the University of Fort Hare, and other
institutions nationwide. The two books by Dr Shober, Writing English with
Style and Communicating with a Vision have received recognition and
high acclaim by prolific authors such as Dr Sindiwe Magona and Dr
Hermann Wittenberg. The TLC Manager Dr Vuyisile Nkonki asked Dr
Shober for her thoughts on the award. Below are excerpts from the
discussion.
TLC: What does the award mean to you?
DS: I cannot begin to express my gratitude for receiving this award. This
award is an affirmation not only to myself but to all academics that the
University recognizes the fact that our primary work here is to teach
students. This award magnifies the importance of teaching excellence
and that the focus of academics should be providing innovative systems
of teaching combined with bold enthusiasm for communicating ideas and
increasing wisdom while applying knowledge.
TLC: What are your experiences with the processes leading to the
award?
DS: After being informed that I was nominated for this award, the process
leading to the award was challenging and required substantial soul
searching and re-evaluation of personal efforts and professional
paradigms.
TLC: How will you use the award to further and advance teaching?
DS: It is hoped that through the receipt of this award and the university's
acknowledgement of the importance that they place on teaching
excellence, that other academics are motivated and inspired to enhance
their teaching practices. Within the scope of my department I will certainly
encourage my fellow colleagues to work towards this award which is not
only a personal affirmation but one which will benefit students, and will
also encourage staff to re-access their own teaching practices.
ACADEMIC SUCCESS TIPS
The TLC Manager, Dr. Vuyisile “Prof VJ” Nkonki was recently
honoured to deliver an incisive speech at a Graduation Celebration
and Thanksgiving ceremony for a successful UFH graduand. His
words of advice were apt and directed particularly to those aspiring to
complete a degree. Below, we capture snippets that aspiring graduands
should take heed of:
1. Academic success is symbolised by certificates, gowns and
hoods. These materials are merely representations (yimifuziselo)
used to recognise mental and moral prowess demonstrated by the
graduand. We do not celebrate symbols. Academic success is a
celebration of the triumph of the human spirit, in the navigation of
its way in the dark forests and deeper seas of information and
ideas, in the quest for wisdom.
2. Staying: Many venture into Degree studies, but fall along by the
way side. Those that succeeded stayed on course, and stayed
the course of their degree studies. They jumped the hurdles,
tilted and overcame the odds. Education, career, and life is a
course (route, path) - yindlela. We celebrate stayers and finishers
of the course! It is only by staying on course that one is guaranteed
to stay and finish the course or the race.
3. Academic Journey: An academic career starts with a Degree. An
undergraduate study ( a 'learners' licence') gives one knowledge,
understanding and the know-how that helps one to function in a
chosen career. Celebrating and sitting back at this stage is
celebrating mediocrity. Mediocrity signifies lack of ambition. An
academic journey should continue through registering for
Postgraduate studies, Honours, the Masters, and then a
Doctorate. You then become a scholar.
4. Scholarly life and career life can be likened to a pilgrimage, a faith
journey to a holy place, e.g. Islam (Mecca), Judah (Jerusalem),
ZCC (Moria), Catholic (Vatican). One scholar wrote: “True
pilgrimage is not the destination, but wandering in pursuit.” It
means never getting enough or being satisfied. Career life
requires that we view ourselves as never complete but as work in
progress. There is no cul de sac or end of the road. A pilgrim and a
scholar both have an ambition to aspire to succeed in their goal.
Scholars need the faith of a pilgrim who sees no end to the journey,
but forges ahead, roving in pursuit.
5. Hence to succeed academically takes:
5.1 Sacrifice: forgoing or losing friends, time, money, company
etc.
5.2 Discipline: mental, moral and behavioural training. This
training aims at forging your body to obey the mind. (umzimba
ululamele okanye uthobele ingqondo).
5.3 Focus: being single minded in the pursuit of a particular goal. It
means blindfolding yourself from other things that have nothing to
do with the accomplishment of this mission.
Compiled by Dr. AH Makura
Snr. Consultant: TLC
The previous recipients of the award are Noreen Burton from Education
(2007), Jacques Mahler from Law (2008), Marinda du Plessis from the
GIS department (2009), Actor Katurura from Law (2010), and Vusumzi
Duma from Sociology (2011).
By Dr Vuyisile JJ Nkonki
Manager: Teaching and Learning Centre, Alice Campus
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER June 2012 Edition
2.
BLACKBOARD EXPLODES
The popularity of Blackboard, the LMS (Learning Management
System) that is available in the institution is well documented with
the usage expected to continue to grow. According to our TeL
(Technology Enhanced Learning) statistics there are 178 courses
enrolled on Blackboard for the year 2012, up from 93 in 2011. The
use of Blackboard has increased from 4355 student users enrolled
in the last quarter of 2111 to 6 274 student users enrolled in the
year 2012. This is a substantial increase and the motivational
factors behind this include:
· departments/faculties trying to manage large classes
more efficiently
· lecturers who want to be more visible to their students
beyond the classroom
· lecturers who want to accommodate their part-time
students
· lecturers who want to track and monitor their students'
learning and participation
· lecturers who see and learn from their peers who are
using Blackboard
· students who are using Blackboard for other courses
putting pressure on other lecturers to make use of
Blackboard.
There are many benefits of using Blackboard for both staff and
lecturers. Lecturers benefit through increased flexibility and
control over:
· time, place and pace of teaching and learning
· content organisation and distribution
· management of student records, assessment and
·
evaluation mechanisms
communication with students
Students benefit by having the ability to:
· communicate with lecturers and other students in the
online environment
· collaborate with other students during and between
scheduled tutorial activities
· submit assignments electronically and save cost of
paper and printing
· access secure, up to date course information online,
rather than pay for printed and bound study guides
· view resources multiple times, for example, scroll
forward and back through audio and video resources
· study at times and in places that suit them
· keep track of their academic progress online
Academics who are interested or would like to make use of
Blackboard can contact:
Renee Coetzee ([email protected]),
Luvuyo Mkonqo ([email protected]),
Siyanda Ntlabathi ([email protected]),
or Alanna Riley ([email protected]).
Students are advised to use this email:
[email protected] for their Blackboard queries.
By Luvuyo Mkonqo
Consultant: TLC
SECOND CYCLE OF QUALITY ASSURANCE (REVIEW) – 2013/14 WHAT DOES THIS MEAN FOR
THE UNIVERSITY OF FORT HARE?
The Council on Higher Education (CHE) issued a discussion
document in February 2011 sketching a framework for the next
round of quality assurance. The articulated goal for the second
cycle is the improvement of the quality of teaching and learning at
undergraduate level (CHE 2012:14). In reviewing the list of
objectives highlighted by the CHE, it is important to note that
emphasis will not be put only on programme design and
implementation thereof, but institutions will have to demonstrate
their commitment to, among other aspects, professionalism and
pedagogical versatility of the teaching staff, support for
epistemological access and student success, as well as overall
improvement in the retention and progression of students.
Institutions of higher learning including UFH, still await final
guidelines for the upcoming review process. However, early
preparations are to begin regardless of what the contents of the
final guidelines stipulate. Below is an abridged list of what
academic staff members can start looking into. For further inputs
and assistance from the Teaching and Learning Centre (TLC),
please feel free to arrange sessions with relevant TLC Consultants
and Campus Managers.
· Portfolio development: Every academic is expected to
have a Teaching Portfolio
·
·
·
·
·
Module Evaluations/reviews
Minimum required qualification for your level
(lecturer/senior lecturer)
Routinely, faculties are expected to do an analysis of the
semester and annual examination pass rates. It is
important to show how this information is used to improve
the quality of teaching and learning. An analysis of these
in the broader context of factors that enhance or impede
the quality of teaching and learning is critical. Liaising
with the Planning and Quality Management and
Assurance office in this regard is imperative.
As an institution we need to begin to reflect on how we
provide our students with a comprehensive educational
experience that goes beyond the formal classroom
interaction.
Academic development activities that demonstrate how
we adhere to and implement national and institutional
policies on teaching, learning and assessment.
Dr N Toni
Director: Teaching and Learning Centre
with inputs from
Ms K Marala
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER June 2012 Edition
3.
THE KEY TO SUCCESS: A TLC STRATEGY
Professor Grandgrin teaches a very difficult course. Every year,
half of the students in his class fail, dropout, or withdraw. There is
nothing that can be done, he thinks. These students are hopeless.
Each time he goes to class, he has to start with a stern reminder.
'You people must be serious. Write comprehensible notes. You
must read! Study! Go to the library and study! Otherwise you will
fail.' To him, all students are just the same. Number one, they don't
read. Number two, they don't listen. Number three, they take ages
to understand simple concepts.
Upon hearing Professor Grandgrin's warnings, students get really
agitated. How do we become serious? How do we study? Some
begin to lose interest in the course. Others begin to hate the course
and the Professor too. The rest are simply confused. They don't
know what to do. University life is hell on earth. They begin to
regret and accuse themselves. Others wish they could change the
programme altogether, but this is not possible. The semester is
drawing to an end and exams are looming. It is too late.
Themba is one of the students in Professor Grandgrin's class. He
is deeply worried because he likes Professor Grandgrin's course.
Moreover the course is a major one and cannot be dropped.
Should I drop the programme altogether and choose a new one.
But what will I say to my parents? I must see Professor Grandgrin
about this, he ponders. Themba is on the crossroads of his career.
Day and night, he thinks about the hell that is Prof Grandgrin's
course. Yes, I must talk to Professor Grandgrin about this, he
finally decides. He is a bit nervous though because Professor
Grandgrin is a very serious man. If you went to his office for
anything, you could better be very clear what you wanted.
Otherwise he would tell you to go back and sort your mind first. You
couldn't afford to walk into his office just like that. Themba is
hesitant but he has to do this.
'Let me make this clear,' Professor Grandgrin would often say to
his class, 'if you are coming to my office for consultations, make
sure you have clear questions. You don't come to my office to
practice your grammar, okay.' All these threats flash through
Themba's mind as he contemplates going to Professor
Grandgrin's office. Themba does not only want to do the right
things, but also to do the right things right. His major shortcoming is
that he is not articulate and cannot express his mind, especially in
English. Each time he wants to make a contribution in class, he
must first of all rehearse his thoughts in vernacular and translate
them to English before raising his hand. He does not want to
embarrass himself in front of his colleagues. To make matters
worse, Professor Grandgrin is Irish and does not understand
Themba's language.
Maybe I should just drop this course? Themba ponders in his
heart. His feet are walking towards Professor Grandgrin's office
but his thoughts are elsewhere. No, I must talk to Professor
Grandgrin. Maybe he can help. As he walks in the corridor towards
his Professor's office, Themba feels as if he is losing his mind. A
small voice whispers at the back of his mind: You are very stubborn
Themba. You know you are an average student. Why did you
choose a difficult programme? Another voice, gentler and less
powerful than the first one says, But you can do it Themba. All you
have to do is talk to Professor Grandgrin. Find out his secret.
Themba feels as if he is standing at the vortex of a tornado, his
mind going round'n round'n round. Can I drop this course? No, you
can't. Can I drop this course? No, you can't. He keeps walking, one
foot after the other, not sure of where he is going. He regrets
everything. He condemns himself. He feels useless. Why did I
choose this programme in the first place? I should have listened to
my brother.
While Themba is still shrouded in these thoughts, he bumps into
Professor Grandgrin who is getting out of his office.
'Oh! Themba, how are you?'
'I am fine Sir, but I was actually coming to see you.' Themba's voice
is faint and tremulous. He is very nervous. He cannot believe his
own voice which pops out of his throat almost without his
permission.
'Okay, let me quickly attend to you.' Professor Grandgrin says,
turning back into his office. He looks calm today, Themba remarks
to himself. He doesn't seem to be in a hurry as usual.
'Alright' Professor Grandgrin says as he slumps into his chair.
'What can I do for you, Themba?'
'Mmmmm….Prof, I am very worried. I know I am an average
student and your course is very difficult but is there anything I can
do to pass it? All my friends have already withdrawn and I am
afraid I might have to follow suit.' Themba feels that his voice is
rather louder than usual. Maybe I shouldn't have come here after
all. I am simply making a fool of myself. Tears begin to accumulate
in his eyelids.
Professor Grandgrin looks at him, clears his throat and adjusts his
spectacles. He does all these motions unconsciously as matter of
habit. Themba is still sitting there like a statue of Budha. For a
moment, Professor Grandgrin looks confounded. But
immediately, he regains his composure and positions himself to
respond.
'You see' he says, gesticulating with his wrinkled arms. Themba
fixes his eyes on him blankly like a tired cow, anxious to access the
key to his academic success. This man passed this course. He
knows exactly what I must do, he reasons to himself. But before
Professor Grandgrin could say a word, there is a loud knock at the
door. Themba nearly jumps out of his seat. The Professor blankly
stares into space like a cornered animal.
Taking a deep breath, Professor Grandgrin shouts, 'Come in
please.' A young woman dressed in a blue t-shirt and a cap walks
in. The letters SI are loudly imprinted on the front part of her t-shirt.
Her eyes are clear, penetrating and authoritative. Her whole
person seems to radiate with confidence.
'Eh! What can I do for you young lady.' That is Professor Grandgrin,
getting out of his seat to extend a handshake.
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER June 2012 Edition
4.
'Good afternoon, Professor Grandgrin. I am very sorry to disturb
you, I know you are very busy, but may you please spare me just
five minutes of your time.' Professor Grandgrin is more relaxed
now than he was with Themba. Something has been loosened
somewhere. Themba is amused by the young lady's confidence.
No doubt, Professor Grandgrin has been equally disarmed.
'Okay, you can go ahead,' the Professor says exposing a faint
smile.
'My name is Shalom, an SI leader from the TLC. As you may know,
SI stands for Supplemental Instruction and I am here to talk to you
briefly about our programme. Basically SI is an academic support
program that targets historically difficult courses for example,
Accounts, Maths, English, Chemstry etc. SI leaders are students
who have excelled in these difficult courses and their duty is to
help students get the skills for understanding difficult content. SI
leaders are role models in the sense that they have passed the
course and they can share their experiences with other students
doing the same course. I facilitate an Accounts course that I
passed, and because I have passed it I know the challenges that
students are likely to face. I hold SI sessions 3 times a week.
These are open to all students who want to attend. The students
set the agenda for the sessions, so we are in a position to deal with
the very areas that students find to be difficult. We go through
lecture notes, review lectures and revise modeled-exam
questions. Most importantly, SI leaders work hand in hand with
lecturers; they are Peer facilitators and not mini-Professors. I
actually attend all the lectures for the course I facilitate. I should
say, by way of conclusion, that SI is a social platform. It integrates
students into the culture of the university and it has benefits:
number one, students who attend SI are likely to persist with their
courses; they are less likely to withdraw or drop out. Moreover,
research has established that those students who attend SI get
better marks and are likely to finish their courses and graduate.
Thanks for your time Prof; I hope I didn't exceed my five minutes.'
'Oh, my pleasure,' Professor Grandgrin says with a start. He looks
at the young woman and then at Themba. This lady is a handful, he
says to himself. Themba is tongue-tied. This is what I have been
looking for, he thinks.
By Dr. Rodwell Makombe
Consultant: TLC (Alice Campus)
THE POWER OF TEAM IMPACT
“No one can whistle a symphony. It takes an orchestra to play it”. H.E
Luccock
A team is a small number of people with complementary skills
who are committed to a common purpose, performance goals,
and approach for which they are mutually accountable."
(Katzenbach and Smith, 1993). Teams represent a set of
values that encourage behaviours such as listening and
constructively responding to points of view expressed by
others, giving others the benefit of the doubt, providing support
to those who need it and recognizing the interests and
achievements of others. Teams consist of a diverse group of
people, united by trust, and by a challenge, that calls for their
best. A strong team is also united by trust, and TRUST is being
Transparent, Responsible, use Caring, Sincere and
Trustworthy.
What benefits does the workplace reap from teams?
Teams are found in many workplace environments, including
corporate, government and education, because they allow the
organization to:
i) Accomplish projects an individual cannot do Many projects in the workplace are too large or too
complex for one individual to complete alone. Imagine
trying to build the Nelson Mandela Stadium all by
yourself!
ii) Brainstorm More Solution Options - Different
people looking at the same problem will find different
solutions. A team can review ideas and put together a
final solution which incorporates the best individual
ideas.
iii) Detect Flaws in Solutions - A team looking at
different proposed solutions may also find pitfalls that
an individual might miss. The final solution is that
much stronger.
iv) Build a Workplace Community - Members of
effective teams can form personal bonds which are
good for individual and workplace morale. In the
university setting, students on teams may form bonds
which extend beyond the classroom. Adapted from
http://tlt.its.psu.edu/suggestions/teams/about/benefit
s.html
What other benefits do students get from teamwork?
In addition to preparing for their future careers, student also
benefit from teamwork in the following ways:
i) Exposure to different points of view - As students
are exposed to methods and ideas that other students
have, they learn different ways of approaching a
problem.
ii) Communication Skills - A team relies on
communication among members. Through teamwork
training and practice, students can learn to:
a) Actively and effectively listen to their team members
to understand their ideas and concerns.
b) Effectively articulate their ideas or their concerns to
others.
c) Provide genuinely constructive feedback to team
members.
iii) Critical Thinking and Evaluation Skills - Students
must use these skills to evaluate the complex issues
of team project goals and formulate appropriate
solutions and plans.
iv) Conflict Resolution Skills - Yes, teams have
conflicts, but, with the right support and training in
communication skills, students can learn the skills to
facilitate solutions to conflicts so that the team
remains functional.
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER June 2012 Edition
5.
v) Students may do more academic work - Some students may accomplish more in order to keep up with the rest of the team.
This can be a combination of now wanting to let the team down or not wanting to look unprepared. One French writing course did see
an increase in student writing once collaborative assignments were introduced.
Adapted from http://tlt.its.psu.edu/suggestions/teams/about/benefits.html
By Martha Chigovanyika
Consultant: TLC (Alice)
NEW TLC STAFF
her academic career with a Bachelor of Arts and finished with
Honours in Psychology degree, cum laude. Her research focused
on student confidence in authorship. Asked to explain how she
cultivated an interest in education matters, Cindy explains “My
interest in Child Psychology led me to complete a Post Graduate
Certificate in Education. Complimentary to this is my Certificate in
the Facilitation of Learning which I completed as an undergraduate
while working for the Teaching and Learning Centre”. Currently
Cindy is planning to pursue a Masters degree in Education. Her
interests lie in researching the many 'literacies' with which students
enter university: specifically the University of Fort Hare as it has a
very diverse student population. In the future Cindy looks forward
to completing a second Masters degree in Psychology. Her
secret? “I find I am most at home amongst fellow academics and
students”. We welcome Cindy to the TLC and UFH family.
Dr Rodwell Makombe joined
the TLC family in May 2012
as Consultant on the East
London campus....the same
month he received his
Doctoral degree from the
University of Fort Hare. An
English language specialist
by profession, Rodwell had
this to say on the enviable
coincidence upon his arrival
to the TLC family...“Coming
from a background that
Dr Rodwell Makombe
those of us who grew up in
the ghetto are so familiar
with, I must say I am very excited about this achievement. In fact, I
am overwhelmed because not many have the privilege, not only to
obtain such a high qualification, but also to obtain it at a reasonably
young age. I am really flattered by this, but I am also aware that this
is a huge responsibility that has been thrust on my shoulders.
Luke 12: 48 says “From everyone to whom much has been given,
much will be required; and from one to whom much has been
entrusted, even more will be demanded”. Attaining this PhD is
certainly not an end in itself but the beginning of a much more
demanding phase of my academic career. I must read. I must
write. I must work. I must make substantial contribution to
knowledge. I hear the sound of Andrew Marvel's “time-winged
chariot” droning on the rail of high thought. I must join this chariot.
Time is racing by and I must bear the cross of this PhD with
perseverance. For me, this PhD is a springboard, maybe an
academic license too, and we know that licenses are not medals to
be hung on the wall --- with this cap, I launch myself into the world
of knowledge production. Incidentally, it has come at the right time.
I have just joined the Teaching and Learning Centre, a department
which I consider to be one of the most vibrant and result-oriented
within the University. My desire, henceforth, is to see more and
more research being done. Armed with this new cap, I hope to join
hands with the existing TLC team in developing, upgrading and
refurbishing teaching and learning in the Higher Education
context.”
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER
June 2012 Edition
As the TLC was groaning over the
loss of Esrina, the new TLC Director,
Dr Noluthando Toni moved in swiftly
to ensure continuity and confidence
in the TLC by recruiting an equally
competent officer in the person of
Cindy-Leigh Martinson. She is no
stranger to the TLC family and
processes. Cindy started off as a
Supplemental Instruction Leader
(SIL) for Psychology in 2009. A year
later she joined the Language and
Cindy-Leigh Martinson Writing Advancement Programme
(LWAP) as a Language and Writing
Consultant (LWC). She served with commitment for two years. No
wonder that the TLC was quick to identify her academic talents and
recruited her fulltime in May 2012. Cindy-Leigh Martinson began
Compiled by Dr Alfred H Makura
Snr. Consultant: TLC
6.
DEPARTURE: FAREWELL TO THE BLUSHING BRIDE...
During the course of Esrina's duty she often encountered large
classes, especially during writing workshop presentations. Group
work worked well in these instances; one-on-one consultations
with the Language and Writing Consultants (LWCs or Peer
Facilitators) after workshops also worked well and the facility of
submitting work online also helped to deal with this challenge.
Esrina Madamombe
Esrina Madamombe, the PASS Consultant of the Teaching and
Learning Centre (TLC), married Michael Magaisa, a State
Veterinarian from Maclear, over the 2011 Christmas holidays.
With Michael being based so far away, many realised that it was
only a matter of time before she would opt to be at his side!
Before joining the TLC, Esrina was a Masters student and worked
part-time in the UFH English Department from February 2006 to
April 2008, focusing on English for Specific Purposes (ESP)
course. In May she joined the TLC on the Alice campus as Peer
Assisted Student Services (PASS) Consultant. In her role, she
assisted students with their academic writing and also presented
countless writing workshops. When Tracey King vacated the East
London position in early 2011, Esrina moved across and
continued assisting both students and staff alike.
Peer facilitators need to realise that they contribute to the image of
the TLC and that no one will make as big a contribution to the
quality of their work as the TLC staff members who train and
coordinate them. Getting along in an amicable and professional
manner helps a great deal. The same applies to TLC colleagues
who work with academic staff in faculties – the respect and
willingness to work cooperatively needs to be mutual. To the
student body of UFH, Esrina leaves these wise words:
"Reading maketh a full man; conference a ready man; and writing
an exact man." (Francis Bacon). In the near but not so distant
future Esrina hopes to secure another job and register for a PhD.
We thank her for her positive contribution to the UFH community
and wish her well in her future endeavours. We know she will
make an impression wherever she goes!
June 2012 Edition
When asked how she perceived the TLC's new flattened structure,
Esrina said she liked it because it allowed her to work in both
student and staff development. Working across pivots was one of
the strengths of the flat structure. A weakness she noticed was
poor distribution of work-load across all staff members, but she
was sure that the new Director would address this soon.
From the beginning of 2012, Esrina also offered the Nature of
Learning module of the Post Graduate Diploma in Higher
Education and Training (PGDHET) with great passion and
enthusiasm. She is of the opinion that every official engaged in
TLC work should be engaged in one or two modules of the
diploma, if not the full diploma. Esrina's advice regarding
academic literacy acquisition is that it should be integrated into
teaching and must be seen as an end product and not a prerequisite.
By Linda Scheckle
Consultant: TLC
TOP 5 OFFICE ETIQUETTE TIPS
Office environments typically require us to work in fairly close
quarters. So, a little consideration and cooperation can make dayto-day life a lot easier! The following guidelines might help you to
avoid behaving in distracting (or potentially obnoxious) ways.
·
Respect people's privacy
Show respect for each other's workspace. Knock before
entering one's office, if necessary. Because you're most
likely in an open office area, you invariably and inevitably
will overhear snippets of conversations other people are
having. Think carefully before joining that conversation.
Keep your interruptions of others to a minimum and
always apologise if your intrusion is an interruption of a
discussion, someone's concentration, or other activity.
Don't hover around while waiting for a co-worker to get off
the phone. Leave a note for them to call you or return
later.
·
Watch the volume of your voice
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER
·
Keep your voice at a reasonable level. Other people,
trying to work, may be distracted by your voice, even if
what you are saying is work-related. If you have
something personal or otherwise sensitive to discuss,
consider doing it in a private office or conference room.
Speak clearly without shouting as loud people can be
both distracting and irritating.
Fix, or attempt to fix, what you break
How many times have you gone to the photocopier to find
that it was 'out of order' either out of toner, out of paper, or
experiencing a paper jam? The problem was still around
when you arrived because the previous person did
nothing about it and simply left the copier in its problem
condition. Don't be that person. If you can clear the paper
jam safely and according to procedure, try to do so. Most
photocopiers have diagrams to show you how to address
technical faults.
7.
·
as conservative as the official business requires you to
be. Personal hygiene is a matter of professional
courtesy: everyone is entitled to an office environment
free from offensive smells and sights. Constantly monitor
your own hygiene and behaviour. Try to see yourself from
others' perspectives and make sure you take pride in
your appearance. Be sure to shower regularly and use a
suitable deodorant and never cough or sneeze in
anyone's direction. The essence of good manners and
etiquette is to be respectful and courteous at all times and
with everybody in the office. Therefore, treat your coworkers, cleaners, maintenance people and others with
the respect they deserve.
Adapted from a ICAS: Online Health and Wellness Programme
June 2012 Edition
·
If you can't fix the jam or any other problem, leave a
signed, dated note describing the issue and what you are
doing to fix it or have it fixed particularly contacting Xerox
to fix it. Those actions could be a call to the maintenance
vendor or to an administrative department. Your coworkers will appreciate your efforts, and signing your
name to the note demonstrates your willingness to take
ownership.
Keep the communal areas clean
Make sure that you respect the communal areas in the
office such as 'break' rooms and staff kitchens.
Refrigerators and microwaves should be wiped clean
after you use them and if you do spill something in either
place, clean it up. Make sure that old food that you have
sorted in the kitchen is thrown out if you do not use it.
Don't leave it for someone else. NEVER take food from
the fridge if it is not yours. This may seem insignificant to
you at the time, but it is theft, and can be dealt with as
such.
Maintain a good level of personal hygiene
Wear appropriate office attire and be as neat, clean, and
By Ms. Joni van Heerden
Consultant: TLC
GRADUATION 2012
It is another time of the year when the hullabaloo of obstacles,
hardships, sweat, confusion, discouragement, hours of reading,
months of polishing up and producing a standard dissertation or
thesis bears its fruits. This is an experience that most graduates at
Fort Hare would have gone through and it actually encourages and
reinvigorates the strength and hope of those who are prospective
graduates and looking forward to finishing in that fashion. This
article simply recognises and highlights those achievements of the
2012 PASS, LWAP Consultants who have managed to graduate
with the University of Fort Hare. The TLC is very excited and proud
of these hardworking men and women who have stood bold to the
challenge with a strong tenacity towards academic enterprise as
excellent students strongly upholding the motto of UFH, 'Together
in Excellence'. Grace Ngorora (Masters), Mthokozisi Mpofu
(Masters), Mgdaline Tangwe (B.Ed Honours), Fortunate
Mandipaka (BCom Honours), Ngubelanga Coceka, Ayabulela
Gwarube, Avela Yokwe (All BA Communication), Rachel Moyo,
Simthembile Ngcuka and Onele Gcilitshana are among the
graduates that have made it through to graduation while in the
LWAP programme. On the same note Grace and Mthokozisi
have now embarked on the prestigious and highly regarded PhD
programme, to benefit the University and South Africa. Such
academics are essentially required to inform social, economic and
political policies that confront present day global and national
challenges among other things. Last but not least another peer
facilitator Tendai Chimucheka is restless when it comes to putting
the University on the map, through publications. Inarguably these
are highly commendable achievements that make the University
and the TLC proud as they contribute to the development of new
thinking needed in higher education.
By Tatenda Manomano
Language and Writing Consultant: Alice
CONGRATULATIONS TO...
Professor Isaiah Iguna Chabaari Wakindiki (Left)
and Dr. Mamphweli Sampson (Right)
for winning the UFH Vice Chancellor's
Senior Researcher award medal for 2012
and Emerging Researcher award 2012 respectively.
Professor Isaiah Iguna
Chabaari Wakindiki
Thala Lolwazi, Chumisa! TEACHING AND LEARNING CENTRE NEWSLETTER
Dr. Mamphweli Sampson
8.