Upload
others
View
8
Download
0
Embed Size (px)
Citation preview
1
Centre for Student Support Services
Annual Report: 2009 By Birgit Schreiber Director Centre for Student Support Services UWC 30 January 2010
Confidential
CONTENT
1. INTRODUCTION 2
2. MISSION AND GOALS 2
3. ORGANIZATIONAL STRUCTURE 3
4. STAFF 3
5. BUDGET 7
6. COMMUNICATION AND MARKETING 7
7. QUALITY ASSURANCE 7
8. HOUSEKEEPING 7
9. POLICY DEVELOPMENT AND COMMUNITY BUILDING 8
10. COLLABORATIVE PROJECTS 8
11. DEPARTMENT REPORTS 9
12. OFFICE OF STUDENT DEVELOPMENT 9
13. ACADEMIC SUPPORT DEPARTMENT 13
14. LEADERSHIP AND SOCIAL RESPONSIBILITY 18
15. THERAPEUTIC SERVICES 23
16. DISABILITY UNIT 26
2
1. Introduction
This report outlines the activities and achievements for the period January – December 2009 for the Centre for Student Support Services (CSSS). The CSSS reports to the Deputy Vice Chancellor, Student Development and Support, Professor Tshiwula. We achieved our set goals for 2009. As in the previous year, the demand for our services vastly exceeds our capacity to respond. In line with the Student Development and Support ethos, we embrace the strength-based approach in all of our interventions. While this forms the theoretical basis of our work, we are deeply cognizance of the profound challenges our students face in achieving their academic and development goals. Interventions are mainly experiential and reflective, including didactics about theories and models. Each manager and each staff member has contributed to the successes of CSSS in a significant way. Each one brings professionalism, dedication, insight and a willingness to work hard. Each staff member deserves appreciation and congratulations on a year well done. Appreciation also goes to Prof Tshiwula who has created an enabling environment for us and to Mr Khaya Magopeni who has willingly assisted with advice and guidance. Birgit Schreiber Director 30/01/2010
2. Mission and Goals
The mission of the CSSS is
to support UWC’s strategic goals;
to support the educational, social, emotional and psychological development of all UWC students through a wide range of interventions;
to contribute to a transforming environment which is conducive for the development of graduates who can contribute meaningfully to a changing South African society.
The CSSS aligns itself with UWC’s Student Development and Support goals and delivers in line with UWC strategic goals as articulated in the IOP 2004-2009. The goals are:
to provide a broad range of development and support services to achieve UWC educational goals;
to contribute to individual and collective growth of students as critical resources for their communities;
to offer a diverse range of coherent, well-planned retention and educational development strategies which are research-based and evaluated.
3
3. Organizational Structure
4. Staff
4.1 Positions
Position Name Highest qualification Permanent CSSS
Director Schreiber, Birgit M Psych (UWC) Y
Administrative Assistant Amanda Swartz Dipl Mngt (Cape College) Y
Receptionist Allie, Ludi-May Dipl Info Tech (Northlk College) Y
Student Development
Manager Middleton, Winston M Social Work (UWC) Y
Receptionist vacant 3 yr contract
Career Development Prgm Coordinator
Nazrana Parker Hons Soc Dev (UCT) 3 yr contract
Internship: Entrepreneurship Sylvia Lum B Com (UWC) 1 yr contract
Academic Support Services
Manager Permall, Laetitia M Psych (UWC) Y
Facilitator Gretna Andipatin Hons Psych (UWC) 1 yr contract
Facilitator Inga Bosch Hons Info Services (SU) 1 yr contract
Intern Saadieka Mohammed Hons Publ Admin (UWC) 1 yr contract
Intern Nomasango Tati Hons Psych (UWC) 1 yr contract
Leadership and Social Responsibility
Manager Tonia Overmeyer MBA (UCT) Y
Intern Arnold Mdepa B Ed 1 yr contract
4
Therapeutic Services
Manager Shahieda Jansen M.Psych (PTA) 1 yr contract
Psychologist Rone Gerber M.Psych (UWC) Y
Psychologist Joanna Goodwin M.Psych (UWC) 1 yr contract
Intern Geraldine Franciscus Hons. Psych. (UWC) 1 yr contract
Intern Klueft, Izabella Hons. Psych (Stockholm) 1 yr contract
Disability Unit
Project Coordinator Evadne Abrahams Dipl (Secr Admin) (Pen Tech) Y
Administrator Carmen Loubser Matric 1 yr contract
Administrator (1/2 time) Zeena Spannenberg Matric Mnthly cntrct
Total
22 staff
8 permanent
4.2 Staff Development and Research
To maintain high professional standards in service delivery and to remain informed and current, various staff members continue to develop themselves, via training, conferences and research.
4.2.1 Papers and Publications
Staff member Event Content
Birgit Schreiber African Student Affairs Conference, London, June 2009
Presented Paper: SDS role in South African HE policy
Birgit Schreiber Oslo University, Psychology Department, Guest Presentation, Feb 2009
Presented Paper: The Challenges of Student Support at South African Universities
Birgit Schreiber South African Senior Student Affairs Practitioners, Annual Conference, Johannesburg, Sept 2009
Presented Paper: SDS position within South African HE policy
Birgit Schreiber Book Review: Journal of Psychology in Africa, 2009, 19(3), 455-456.
Book Review, Shaping the Story: A Guide to Facilitating Narrative Counselling
Birgit Schreiber, Vivienne Bozalek
REAP and CSSS Colloquium: Developing successful graduates and improving throughput rates: expanding core business in higher education, UWC, May 2009
Presented Paper with Vivienne Bozalek: Creating Communities of Learning
Birgit Schreiber Peer Reviewer for South African Journal of Psychology
Reviewed Manuscript 06-31, 08-26, 09-11, 09-37
Birgit Schreiber
Courageous Engagement on Transformation Conference, Cape Town, Oct 2009
Presented Paper: The Healthy Self Can Transform
Birgit Schreiber Internal Research Report, UWC, June 2009
Access Evaluation: Students Accessing SDS Services over the past 5 years
Laetitia Permall ACUHO-I National Conference, Bloemfontein, May 2009
Presented Paper: Understanding Mentoring within the 1st Year
5
Experience
Laetitia Permall SAACDHE National Conference, Botswana, September 2009
Presented Paper: Peer Mentoring Mediating the 1st year Experience
Shahieda Jansen Psychological Society of SA National Congress, Cape Town, Sept 2009
Presented Paper: Challenges in Group Psychotherapy with University Students
4.2.2 Training and Development
Laetitia Permall CHEC – Middle Management Training
Project Management
Laetitia Permall CHEC – Middle Management Training
Personal Leadership
Laetitia Permall CHEC – Middle Management Training
Creating a Leading Edge
Laetitia Permall CHEC – Middle Management Training
Goals, Feedback and Coaching
Laetitia Permall Elize Morkel and Associates Narrative Interventions
Laetitia Permall, Tonia Overmeyer
Colloquium: Developing successful graduates and improving throughput rates: expanding core business in Higher Education, UWC, May 2009
Attended conference
Laetitia Permall International ACUHO-I Training, Maryland, USA, June 2009
Attended training
Tonia Overmeyer Tertiary Governance Conference, Johannesburg, Sept 2009
Attended conference
Tonia Overmeyer Arnold Mdepa
Courageous Engagement on Transformation, Oct 2009
Attended conference
Tonia Overmeyer Global Entrepreneurship Week Workshop, Cape Town, Aug 2009
Attended workshop
6
4.2.3 Invited Participation
Shahieda Jansen Serves on the Board of Young Social Change Makers (YSC) (NGO)
Serves on board of NGO
Birgit Schreiber Member of the external Quality Assurance Review Panel for SDS at Stellenbosch University
QA Report on Stellenbosch University SDS
Tonia Overmeyer SIFE National Competition, Johannesburg, July 2009, SIFE National Training, Johannesburg, Nov 2009
Attended with SIFE team
Arnold Mdepa Jozi Speak, Johannesburg, July 2009
Attended with Debate Initiative
Nazrana Parker Sanlam Creativity for Progress Project, UWC, Sept 2009
Adjudicator at the Project
Laetitia Permall Golden Key Stellenbosch University Student Development Project
Proposal to contribute to published resource book as been accepted
4.3 Performance Development System
PDS was completed with each staff member and individual goals were monitored and largely achieved.
4.4 Professional Memberships
Various staff members are registered with Professional Organizations which require Continuous Professional Development, address issues of Quality Assurance, represent joint interests and promote resource development.
Birgit Schreiber Shahieda Jansen Laetitia Permall Rone Gerber
HPCSA Health Professions Council of South Africa
Birgit Schreiber SAASSAP South African Association of Senior Student Affairs Professionals
Winston Middleton NASDEV National Association for Student Development Practitioners
Winston Middleton Nazrana Parker
SAGRA South African Graduate Recruiters Association
Laetitia Permall SAACDHE South African Association of Counseling and Development in HE
Birgit Schreiber Shaieda Jansen Laetitia Permall Rone Gerber
PSYSSA Psychological Society of South Africa
Winston Middleton Nazrana Parker
SACSSP South African Council for Social Service Profession
Shahieda Jansen SAPI South African Psychoanalytic Initiative
Evadne Abrahams HEDSA Higher Education Disabled Students Association
7
5. Budget
Operational Budget (entity 125053)
Custodian for SIFE fund (338193)
Total R 201 142.-
spent 0.-
Total carried over into 2010 R 201 142.-
6. Communication and Marketing
In line with SDS strategy, various different avenues were accessed to promote the range of services:
CSSS information brochures;
E-wellness Lounge (see 6.1 above, access on http://elearn.uwc.ac.za/index.php?module=splashscreen);
CSSS showcased five articles of achievements in On Campus;
All 1st year students receive a Student Diary which is produced by CSSS;
CSSS also rely on posters, pamphlets, Thetha Notice Board, ICS Communication Notices, direct emails to students and SMS bundle messaging;
Newsletter by the Academic Support Services Department within CSSS.
7. Quality Assurance
Quality Assurance in line with national standards for Student Development and Support infuse all practices. We are guided by the South African Association of Counseling and Development in HE ‘s recommendations for Quality Assurance and monitoring and evaluation practices. CSSS did an internal QA assessment of all its activities and practices, its protocols and policies. A full report on the internal QA is available on request.
8. Housekeeping
The CSSS Manual containing information on CSSS’ mission, vision, history, organizational structure, decision making process and line management, professional development, registration and participation in professional organizations, QA, fees, eligibility for service, policy development, protocols and internal policies, and research and survey guidelines, is in the process of being completed. This manual will be submitted to the DVC SDS, Prof Tshiwula for submission to higher structures.
Total R 700 041.-
Spent: Jan-Dec R 700 041.-
Total Carried over into 2010 0.-
8
9. Policy Development and Community Building
Contributing to a conducive living and learning environment is part of CSSS’ mission and vision. To this end CSSS was involved in policy development and various committees:
The director is a member of Senate, the Senate T&L Committee and the Senate SDS Committee;
The director is a senate representative at the Institutional Forum;
The director represents SDS at the Employment Equity Forum;
The director chairs the Senate Orientation Committee;
Winston Middleton represents CSSS on the Marketing, Recruitment and Support Forum of the Student Enrolment Management Unit;
Winston Middleton represents CSSS on the Senate Orientation Committee.
10. Collaborative Projects
The following projects are collaborative initiatives and shared achievements across departments at CSSS.
10.1 E-Wellness lounge
This is a ‘wellness site’ using the E-learning facility. It provides web access to resources for students to browse and download. The information promotes mental health awareness and is psycho-educational. It contains updated resources for mentors, mentees, group and workshop participants, SRC, leadership and social responsibility opportunities, workshops, training events and introduces staff with pictures and narratives. It is a vibrant site updated weekly. The E-Wellness Lounge is accessible to every student via the username and password. (See http://elearn.uwc.ac.za/index.php?module=splashscreen).
10.2 Demographic Survey This is a survey of students’ demographics and presenting concerns of all students who make individual appointments with the CSSS. Data of voluntary students is collated and summary statistics generated (N=283). The data is used to inform decisions regarding access, range and content of interventions. In addition, it contributes towards monitoring practices. A detailed report on student demographics and their presenting concerns can be provided on request.
10.3 Living and Learning in the Sciences The Living and Learning Program is a pilot managed jointly with the director for Teaching and Learning, Prof Vivienne Bozalek. The Program is a weekly small group intervention in the extended curriculum of the Physics Department. It aims to develop generic academic and personal-social skills and improve adjustment in order to improve the chances of academic success. The program is supervised, facilitated and evaluated, and was sponsored in 2009 jointly by SANTED and the CSSS. The Director for Teaching and Learning has provided R27000.- as a research grant towards the evaluation of this program. A full report on the evaluation is available on request.
9
10.4 Staff Training across Campus: Effective Support and Prompt Referrals With the support of the Staff Development Office, CSSS offers an annual workshop to all UWC staff enabling staff to refer more promptly and more effectively to Student Support Services. This year 56 staff (admin and academic, faculty and residence based) attended the 3 hour workshop and evaluations were very positive. A detailed report is available on request.
10.5 SDS Leadership Awards Ceremony During October 2009 the SDS divisions collaborated to coordinate the SDS Leadership Awards Ceremony hosted by Prof Tshiwula. 700 Seated guests over two evenings celebrated students who excelled in various co-curricular activities. 85 Awards were presented to students in 30 categories ranging widely from sports codes, leadership, mentoring achievements to academic excellence and social responsiveness.
10.6 SAICA Life Skills Development and Support
The South Africa Institute for Chartered Accountants bursary recipients (48 students in the EMS foundation program) received a weekly skills development and support intervention. A detailed report is available on request.
11. Department Reports
Each of the five departments within CSSS is responsible for different outcomes. Each manager reports on the department’s activities to the director and copies of these reports are available on request.
12. Office of Student Development
This department is conscientiously managed by Mr Winston Middleton and keenly supported by Nazrana Parker who is responsible for the Career Development Program, and a receptionist, a function temporarily performed by Amanda Swartz and Zeena Spannenberg. The department has the following Key Performance Areas: 1. Career Development Program (CDP): to facilitate promotion of students in to the world of
work, internship or article and clerkship and develop students’ capacity for job search and career projects;
2. Student Orientation Program: to facilitated the orientation and adjustment of first year students to the higher education environment.
3. Student Development Projects: to create opportunities for co-curricular development; 4. Student Governance: to facilitate SRC election and induction; 5. Research: to conduct research that informs student development programs.
10
12.1 Career Development Program
The following events were managed and facilitated:
12.1.1 The CareersXpo
The CareersXpo provides an opportunity for students to make personal contact with potential employers and to enquire about the company and career opportunities. In addition, companies and organisations market themselves to our students and create brand identification and awareness. One of the key aims is to enable students to engage with work realities post graduation.
914 students attended
29 companies participated
16 April 2009, Great Hall, UWC
12.1.2 Job Search Skills Project
This project facilitates presentations on relevant job search skills and career fields in preparation for the job search. It is targeted at final year and post-graduate students, although first- and second year students also attend.
256 students attended
10 presentations
20 April - 6 May 2009
Presentation to staff and students of Department of Accounting by S.A. Institute of Chartered Accountants on the new training model for CAs
12.1.3 Graduate Recruitment Project
This project facilitates the direct job search for graduates in the form of providing opportunities for company interviews.
879 students participated
36 company presentations
13 companies conducted interviews
20 April - 6 May 2009
12.1.4 Job advertisements circulated
435 job ads, graduate trainee programmes and internship opportunities circulated and promoted to students.
12.1.5 Career magazines “Career Update” and others
The “Career Update” provides students with information relevant to their job search, opportunities to sharpen their writing and job research skills. 3500 Copies printed and distributed across campus. Other Career Magazines distributed were ‘Companies of the Future’ (3000), ‘Careers SA’ (1000), ‘Grad X’ (3500), ‘Career Compass’ (1000), ‘Department of Labour information brochures’ (3000).
12.1.6 Career Resource Centre
Ten computers are provided for student use. 7435 Students used these facilities for Internet, Email & Microsoft Office, using the revised and printed CV Manual.
11
12.1.7 Student Advising
Advising and coaching of individual students about their UWC exiting strategies and their job search documents, strategies and experiences was done. Winston Middleton and Nazrana Parker consulted with 138 students in 332 sessions.
12.2 Student Orientation Program (SOP)
A report on the 2009 Student Orientation Program was submitted to Senate SDS Committee in June 2009. 2111 First year students attended the two week structured cross faculty and residences Orientation Program. 86 Peer Facilitators were trained and managed to conduct the campus wide SOP. Structured evaluations were completed by peer facilitators and the experience was rated overall as ‘very useful’ and gave them “very good insight” into the workings of UWC. The SOP was evaluated by 1567 first year students. A detailed report is available on request.
12.3 Student Governance: SRC & CHC student elections for 2009-2010
The elections are facilitated and delivered by the department while they are supervised and legitimated by an Independent Electoral Body. The Institute for Justice and Reconciliation supervised the election process 2009 until it was called off by the director of CSSS. The Electoral Institute of South Africa supervised the restarted election process which was completed on Friday, 9 October 2009. The election was then declared free and fair. All participating structures accepted the outcome of the election. Percentage polls for voter participation: SRC election: 29,9% CHC election: 57,2% Number of candidates: SRC: 61 CHC: 42 The SRC induction training was conducted during November/ December 2009. A detailed report is available on request.
12.4 Research: Student Attributes and Retention Quantitative Research of pre-entry attributes of new first year students from 2005-2009 is being collated into a report by Winston Middleton.
12.5 Student Development Projects
First National Bank Universities Business Challenge This business simulation competition helps students develop their understanding of how business works, improve their decision-making skills, enhance their team-working abilities and increase their knowledge of key business areas. The competition also enhances their employability and the winning teams can win cash prizes.
Five teams (23 students) participated in the first round of the 2009 Challenge held on 13 July – 12 August 2009. One training and orientation session was held with all participants at the start of the Challenge. Winston Middleton monitored the progress of the teams and Prof
12
Linda De Vries (EMS faculty) provided professional and content related advice and mentoring. Two UWC teams proceeded to the Finale held on 24 August 2009 in Cape Town. One training session was held for the two teams in preparation for the Finale. One of our teams won the 2nd prize of R 10 000-00.
Sanlam Creativity for Progress Project at UWC Nazrana Parker adjudicated at the inter-faculty Sanlam Creativity for Progress Project.
Magnet Communication 2009 Student Survey Eight UWC survey ‘ambassadors’ were trained and supervised and 790 questionnaires were collected in hard copy and on line.
12.6 Student Entrepreneurship Project
Sylvia Lum and Kenny Cloete shared the internship post for this project in 2009. The goal was to ignite an interest in and spirit of entrepreneurship among UWC students and to provide relevant information about entrepreneurship. A student working group of 11 members was established to arrange two Flea Markets in August and September 2009. The profit generated was divided among the members. A total of 29 stallholders participated in the 2 flea markets which were successful. The 2010 FIFA Volunteer Programme was also marketed on campus and students were encouraged to apply. A training workshop on communication- and customer service skills was held for interested students during September and 15 attended.
13
13. Academic Support Department
The Academic Support Department is cheerfully managed by Ms Laetitia Permall, and she was enthusiastically supported by two facilitators, Nomasango Tati and Gretna Andipatin, and she trained and supervised two interns Sadeekha Mohamed and Inga Bosch. The department has the following Key Performance Areas:
1. Open Campus Workshops: an annual program of weekly workshops which aims to develop generic skills for all students across campus;
2. Peer Mentoring Program (PMP): a campus wide mentoring program which aims to improve academic and personal-social adjustment in order to improve chances of academic functioning of first year students;
3. Academic assessment and counseling: these interventions aimed at individual students who request psychometric assessments or academic counseling and support.
13.1 Training and Workshop for wider UWC community
The following is a list of workshops held for the UWC student community. The workshops are advertised widely and all students are welcome. The workshops are facilitated during lunch times every Tuesday and Thursday throughout the year and materials are handed out.
Workshop Topic
Date
Number of Participants
Personal Growth 14 & 16 July 14
Inspiration 21 & 23 July 23
Emotional Intelligence 28 & 30 July 29
Achievement 11 & 13 August 20
Journey to Success 18 August 11
Learning Fun 25 & 27 August 3
Strengths 15 & 17 September 7
Time Management 22 September 9
Stress Management 29 September and 01 October 7
Exam Preparation 6 & 8 October 4
Crossing the Finishing Line 13 & 15 October 9
Various training workshops were held in response to specific request:
Workshop Topic
Date
Number of Participants
Adjustment to University 28 January Arts Faculty first years
Adjustment to University 29 January CHS Faculty first years
Time Management 7 February DLL
Time Management 9 February Human Ecology
14
13.2 Peer Mentoring Program (PMP) The PMP has grown enormously since 2008, not only due to the merger with the Residence based mentoring program but also due to benefits this program provides for mentors, mentees and the university. The stipend expenditure for the Peer Mentoring Programme for 2009 was R352,769.50 and VLIR provides this funding. This amount includes stipends for mentors, head mentors and senior student coordinators. This excludes expenses for training, stationery and catering. The PMP also produced two Newsletters and showcased their academic excellence on the Peer Mentoring achievement wall in the CSSS. The department has successfully produced a comprehensive mentoring resource guide and tutoring manual and has QA mechanism monitoring their output. Events and Training Specific Mentoring Events and Training:
Event
Date
Mentor Oath Ceremony 20 February
Training: Facilitating Emergence 21 February
Training: Emotional Intelligence 4 April
Training: Tutor Training 28 April
Training: Exam Prep and Stress Management 9 May
Training: Senior Mentor Leadership 18 July
Mentor Day: Team Building for Mentors 1 August
Mentee Day: Team Building for Mentees 15 August
Training: Mentor Motivation 12 September
Training: Exam and Stress Management 3 October
Attendance The attendance of mentors at various events is summarized as follows:
% of mentors who attended no events
% of mentors who attended half of events
% of mentors who attended all events
23% 49% 26%
Mentor Numbers The following table summarizes the number of students involved in either mentor, head mentor
or coordinator positions per faculty:
Faculty Arts CHS ED EMS Law Science Total
Mentors, Heads and Coordinators 22 37 0 23 18 25 126
15
Mentor Hours A total of 4288 mentoring hours were done during 2009:
Feb Mar Apr May Jul Aug Sep Oct Total
Total Mentoring hours 28 295 949 588 281 890 644 613 4288
The following graph illustrates mentoring hours done per faculty:
The following graph illustrates mentoring activity across the year since 2008. Evidently the trend is
for increased demand in March and July with spiking in April and August and September.
Day meeting s per annum per
month
0
100
200
300
400
500
600
F eb Mar A pr May J ul Aug S ep Oct
2009
2008
Mentoring meetings per Faculty
0 20 40 60 80
100 120 140 160
Feb Mar Apr May Jul Aug Sep Oct
ARTS
CHS
EMS
LAW
SCIENC E
16
Resources used by Mentees and Mentors on Campus The following pie chart shows the resources used by mentors and mentees to assist them in achieving their goals of improving their academic and personal-social functioning on campus.
Resources used by on-campus mentees/-tors
8%
20%
2%
5%
8% 33%
20%
4%
Faculty
Library
Writing Centre
Counselling/ CSSS
Internet
Text books or notes
Previous Papers
Other
Resources used by residence Mentees/-tors
3%
3%
3%
9%
15%
18% 12%
37%
Faculty
Library
Writing Centre
Counselling/ CSSS
Internet
Text books or notes
Previous Papers
Other
17
Resource use per Faculty
The following shows the use by mentors and mentees grouped according to faculty.
13.3 Academic assessment and counseling
The individual sessions conducted with students are recorded in the Therapeutic Services statistics. The service ranges from academic and aptitude assessments, course choices and academic skills assessments to remedial work and disability assistance.
Resources used by residence tutors
5%
3%
2
% 1
% 5%
52%
24%
8
% Faculty
Library
Writing Centre
Counselling
Internet
Text books or notes
Previous Papers
Other
D ay R es ourc es per F ac ulty
050
100150200250300350400
F aculty
L ibrary
Writing C
entre
C ouns elling/ C
S S SInternet
Text books or n
otes
P revious P apersOther
AR TS
C HS
E MS
L AW
S C IE NCE
18
14. Leadership and Social Responsibility
This department is enthusiastically managed by Tonia Overmeyer who also supervised and trained an intern, Mr Arnold Mdepa, who keenly contributes to the deliverables. This department has the following key performance areas: 1. Leadership Academy (Emerging Leaders Programme) 2. Social Responsibility: Development and Support for Student Societies and Projects 3. Students in Free Enterprise (SIFE) 4. The Debate Initiative
14.1 The Leadership Academy The Emerging Leaders Programme developed 40 specially selected UWC students’ leadership capacity. This co-curricular programme comprises 12 sessions focusing on 4 pillars of leadership. Methodology is didactic and experiential in that each student needs to facilitate a socially responsive project and is evaluated on the basis of the project. The leadership development is supported via group and individual interventions, is evaluated and concluded with a ceremony.
14.2 Social Responsibility: Student Organisations, Societies and Projects Student Organisations are invited to approach the Student Leadership Academy for various support interventions, assistance and coaching. The following describes all Social Responsibility training and support that was done during 2009.
Student Mentorship Programme
Intervention Benefits Introduction to Leadership co-planned and facilitated with the Student Mentoring Programme. Offered to 20 mentor leaders on 31 January 2009
· Provided an introduction to the concept of leadership
· Explored individual’s understanding of the concept of leadership
· Explored leadership role models
· Used a case-study to explore a leader’s story
· Students shared their leadership stories
· Students encouraged to recognize and embrace their roles as
leaders
UWC Sports Council
Intervention Benefits Workshop on Teamwork offered at the Sports Council’s Induction Workshop on 15 May 2009 to executives 25 executives from the different sports codes and UWC Sports Council Executives
· Interaction – getting to know each other – as individuals sports
codes
· Strengthening codes’ relationship with Sports Council and
building the team
· Building commitment and motivation
· Encouraging vision of working together
· Discussing challenges and how might they address these
· Creating a plan for regular communication and working together
in future Golden Key Honours Society
Intervention Benefits
19
SLA assisted the GKHS with the planning and implementation of an Exam Preparation Workshop hosted on 9 May 2009 at Cecil Esau residence on to 60 students
Coached 2 students in facilitation skills to present parts of the exam workshop themselves
This enabled GKHS to be able to share practical exam preparation skills with particularly first year students
Offering a programme for students by a student organisation that is based on good academic performance added to the accessibility and credibility of the programme
RAG
Intervention Benefits Conflict Management Workshop offered on 14 February 2009 to 11 RAG Executive Members and Role Clarity and Events Training
Building the RAG team
Exploring individuals’ strengths and weaknesses and how this impacts RAG
Appreciating Diversity
Conflict Management
Understanding the Purpose and Vision of RAG
SLA will attempt to ensure that the RAG committee is empowered by training well before they commence activities in 2010
Choir
Intervention Benefits The following workshops held with 8 Choir executives: Executive Role Training Communication and Conflict 3 marketing workshops held with 3 marketing executives
Team building activities were conducted
Execs discussed the requirements of their role
Execs considered the impact of their role
Execs looked at individual strengths and weaknesses and how this impacts the organisation
Execs explored sources and solutions to conflict within the organisation
Marketing execs were taken through the principles of basic marketing, fundraising and raising awareness of the organisation
Political Science Students Association
Intervention Benefits Analysis of organisational leadership development requirements and subsequent workshop offered on Organisational Strategy offered to 7 PSSA executives on 11 June 2009
Executive members completed Self Assessment Questionnaire, which was then analysed to assess areas of development for PSSA
Teambuilding exercises conducted so that individuals had a deeper understanding of each other
Team explored their understanding of the vision and mission of PSSA
A SWOT analysis of PSSA was conducted
An action point plan was framed to map out the next steps for PSSA
Students for Law and Social Justice
Intervention Benefits SLA provides regular consultation ongoing support to organisation and coaching to Chair
20
with the Chair and executive members of SLSJ (approximately bi –weekly sessions)
Worked with PR executive to write Press Release
Input and discussion around strategic decisions when requested
Arranged publication of article in On Campus
Working with SLSJ on Awareness Campaign
SRC
Intervention Benefits Team building, time management and conflict resolution workshop planned for 80 execs of student organisations hosted by SRC
The first day’s training was delivered to approximately 15 individuals. Due to poor attendance, the SLA facilitator suggested that the workshop be rescheduled until more support could be arranged. SLA offered to assist the SRC in generating support. No response was forthcoming.
Student Development Programme
Intervention Benefits Customer Service training delivered to 11 Soccer World Cup volunteers on 10 September Communications training delivered to 3 participants on 17 September
Overall aim: assist in volunteer readiness for 2010 volunteer applicants
Encourage a customer service orientation
Familiarize participants with expectations of customer service
Foster an understanding of the importance of customer service
Attendance was dismal, due to poor marketing and communication on the part of Entrepreneurship Intern. The formal plan was abandoned, as the workshop was based on a higher number of participants and an informal information session and discussion was held.
Central House Committee
Intervention Benefits A leadership workshop was held on 22 August for 30 residence students interested in House Committee positions
This workshop was co-facilitated by Jackson Merahe, a CHC member who was given guidance around presentation and facilitation
Principles and concepts of leadership explored
Participants encouraged to embrace their leadership roles
Participants inspire each other by sharing defining moments in their leadership journeys
Participants are encouraged to embark on a journey of leadership development and growth
CHC induction Training conducted with 8 newly elected members on 21 November
the committee explored their collective purpose, roles and responsibilities as executive members of the CHC
each committee member explored their individual purpose, role and responsibility of their executive position
the members explored the leadership implication of their position and self-examine their motivation, commitment and
21
contribution to the structure
To create an understanding of the reciprocal expectations between the CHC and RCS, the students and House Comms.
A secondary goal of this workshop is to build the team and to foster an understanding each team-members as individuals and to reiterate the responsibility of support and cooperation that is necessary for a cohesive and effective structure.
UWC Magazine
Intervention Benefits On 12 October an induction workshop was held with 8 executive members On 16 October a Time Management Workshop was held with 8 executive members
the committee explored their collective purpose, roles and responsibilities as executive members
each committee member explored their individual purpose, role and responsibility of their executive position
the members explored the leadership implication of their position and self-examine their motivation, commitment and contribution to the structure
A secondary goal of this workshop is to build the team and to foster an understanding each team-members as individuals and to reiterate the responsibility of support and cooperation that is necessary for a cohesive and effective structure.
14.3 Students in Free Enterprise - SIFE
Students in Free Enterprise mobilizes higher education students from all disciplines to partner with business and business leaders to develop and collaborate on community development initiatives which seek to promote ethical and socially responsive business pillars on which all programmes and projects are based. The UWC SIFE chapter performed very well during 2009 and attained 5th place overall in National Competition, achieved 1st position in Commercial Success Skills in our league, and achieved 2nd place in Entrepreneurship in our league. The following Projects were implemented, monitored and evaluated and all delivered according to their stated goals.
14.3.1 Light Buzz
Light Buzz Fun Awareness Day saw the team present a workshop on Saving Electricity to approximately 600 Primary School Learners from schools in the surrounding community. The learners demonstrated what they learnt through song, posters and dancing games. Light Buzz High School Challenge and EXPO saw the team undergo training from ESKOM. They then shared this training with learners at 10 high schools in the neighbourhoods surrounding UWC. These learners were challenged to market energy efficiency practises in their communities. At the EXPO, learner groups presented on their campaigns to compete for a R10 000 prize for the school and a R5000 prize for themselves.
22
14.3.2 SMILE Day
This project demonstrated economic opportunities in sport events. A soccer tournament was staged and 11 schools were invited. Learners were also offered the opportunity to sell products at stalls around the soccer tournament. They were offered entrepreneurship training to ensure that they made the most of this opportunity. The aim was to use this event as a “dress rehearsal” for starting businesses around the Public Viewing Areas that will be established in the communities in 2010.
14.3.3 Greening the Bush
Greening the Bush aims to implement a recycling campaign on campus and to raise environmental awareness on campus. To this end they held a “Green Day”, where the UWC community was asked to wear green to show their support. Also, they are working at implementing the recycling initiative in partnership with Wasteman and UWC Operations.
14.3.4 Reach Out After School (ROAS)
This initiative sources UWC students to offer subject tuition to Grade 10 learners from 4 neighbouring high schools. They also provide learners with a healthy snack.
14.4 Debate Initiative
The Debate Initiative seeks to promote a culture of debate amongst university students by encouraging debates platforms within the university. It also encourages analytical and critical thinking in order to develop the intellectual ability of the students as they strive to find solutions to challenges facing our society. This department trained the Debate society ‘s ‘super debaters’ to compete in the national championship. The UWC ‘super debaters’ were awarded high recognitions in various categories at the national competition and received weekly support and training to sustain this high level of performance.
23
15. Therapeutic Services
This department is competently managed by Ms Shahieda Jansen and her team of psychologists and South African and Norwegian interns. Rone Gerber and Joanne Goodwin eagerly supported the clinical deliverables while assisting in the supervision and training of the interns. The Key Performance Areas of this department focus on: 5. Individual psychotherapy 6. Group psychotherapy 7. Emergency and crisis intervention, and 8. Psycho-educational workshops
The focus remains on individual, short and medium term therapy as well as group psychotherapy for students requiring such a service. Staff intends to continue with group therapy and hopes that it will entrench itself as an integral part of the interventions available to students. The demand for service continues to fluctuate but constantly exceeds capacity.
The following describes the demographics of students accessing the therapeutic services:
Gender distribution: Male 53%, Female 124%
Distribution of students according to accommodation during the term: Residence students 37%
and non residence students 63%
24
The Range of Presenting Issues:
Faculty Distribution of students accessing the service:
Number of sessions conducted for 2009 was 1840.
25
Demand spread Jan-Dec 2009:
Group Psychotherapy: The following group therapy interventions were conducted:
Interpersonal group March-May
Anxiety Management Group April-May
Interpersonal Group Feb-May
Interpersonal Group July-Sept
26
16. Disability Unit
This department is eagerly managed by the project coordinator Ms Evadne Abrahams. Her Administrative Assistants are Carmen Loubser and Zena Spannenberg. While the Office for Students with Disabilities achieves much and is overextended, numerous challenges exist in providing adequate systemic support and in addressing some potentially discriminating practices within the context of UWC. These range from limited resources, poorly trained and informed academic and administrative staff, tension between strategic plans and implementation realities and context readiness, and so on. The Key Performance Areas of this department focus on:
1. Range of Academic support provisions for students with disabilities; 2. Examination and test support for students with disabilities; 3. Pre-admission assessment, and admission and placement recommendations for students,
parents and academic staff; 4. Facilitation of access to bursaries and funding for assistive devices; 5. Assessment for accommodations and concessions.
The following are descriptive data about the students who are registered with this Unit.
16.1 Number of students
Undergraduate Students
Disability Arts Science EMS Edu Pharm Law Dent C.H.S. Total
Blind 2 1 3
Visually impaired 3 1 3 3 1 11
Deaf / Hard of Hearing 1 1 1 3
Wheel Chair User 1 1 2 4
Mobility Impaired 3 2 5
Neurologically impaired 1 1 1 2 1 6
Psychological Impairment
1 2 1 1 1 6
Physical Disability 2 1 1 1 5
Chronic Medical Condition
3 1 2 1 7
Learning Impaired 1 4 2 1 2 10
Speech impairment
Vertically challenged 1 1 2
Total 62
Post-graduate Students
Disability Arts Science EMS Edu Pharm Law Dent C.H.S. Total
Blind 1 1 2
Visually impaired 1 1 3 1 6
27
Deaf / Hard of Hearing 1 1 2
Wheel Chair User 1 1
Mobility Impaired 1 1
Neurologically impaired 1 1 2
Psychological Impairment 1 1
Physical Disability 1 1
Chronic Medical Condition 1 1 1 3
Learning Impaired
Speech impairment
Vertically challenged
Total 19
16.2 End of Year Exams writing at the Unit
Number of Exams written at OSwD in October / November
Faculty Undergrad Postgrad
Arts 29 4
Education 4
Science 21
Pharmacy 6
Law 17
EMS 30 3
CHS 34
Total exams 137 13
16.3 Range of Support Offered to Students with Disabilities
Disability Example Support / Assistance
Blind Blind from Birth; loss of sight in adulthood
Facilitate sufficiently computer literate
Facilitate ability to move about independently
Arrange for orientation to campus by orientation specialist from LOFOB (League of the Friends of the Blind)
Converting study material to Braille
Converting material to electronic format
Preparing for special exams and test conditions
Visually
Impaired
Due to genetic
condition, eg.
Albinism; Accidental
loss of sight, eg. injury
Facilitating that students are sufficiently computer literate
Facilitating that students are orientated sufficiently
Enlargement of study material
Conversion to electronic format
Preparing for special exams and test conditions
Deaf / Hard of
Hearing
Deaf from birth; Loss
of hearing due to
injury or illness
Liaison with lectures to provide all material in written format and printing all lecture material
Preparing for special exams and test conditions
28
Wheelchair
User
Loss of mobility from
birth (eg. paralysis),
loss due to accident
(eg. amputation), loss
due to medical
condition (eg. Spina
Bifida)
Facilitating access to venues, suitable seating
Facilitating ability to function independently, both in the classroom and in residence
Preparing for special exams and test conditions
Mobility
Impaired
Partial loss of mobility
(eg. partial paralysis,
amputation), partial
loss due to medical
condition (eg. motor-
neuron disease)
Facilitating access to venues, suitable seating
Preparing for special exams and test conditions
Neurological
Impairment
Resulting from
accidental injury to
nerves, eg. stroke
Facilitating access to venues, suitable seating
Liaising with Departments to facilitate and/or assist with note-taking
Preparing for special exams and test conditions
Psychological
Impairment
Bi-polar Liaising with departments
Preparing for special exams and test conditions
Referral for psychological monitoring and/or support
Physical
Disability
Loss of limbs or
physical damage from
birth, eg. deformed
limbs
Assessment for assistive devises
Preparing for special exams and test conditions
Chronic
Medical
Condition
Eg. Rheumatoid
Arthritis, Lupus,
Scheuermann’s
Khyphosis; Marfan
Syndrome.
Liaising with departments
Providing an amanuensis if required
Assisting with place where students can rest during assessments
Preparing for special exams and test conditions
Learning
Disability
Eg. Dyslexia Liaising with departments
Providing an amanuensis if required
Preparing for special exams and test conditions
Speech
Impediment
Eg. Stuttering,
stammering
Liaising with departments
Referral for medical and/or psychological support
Vertically
Challenged
Eg. Dwarfism Ensuring access to venues, suitable seating
Ensure ability to function independently, both in the classroom and in residence
Preparing for special exams and test conditions
Temporary
Disability
Eg. temporary
impairment due to
injury, accident
Preparing for special exams and test conditions
BS 02/02/2010