Appendix 4 UNIVERSITY OF PRETORIA

FORMAT OF CURRICULUM VITAE

1. BIOGRAPHICAL SKETCH

1.1 GENERAL INFORMATION

Surname NSUBUGA

First names FRANCIS WASSWA NKUGWA

ID Number 6910085933186

Citizenship UGANDAN

Title DR

Place of birth KAMPALA- UGANDA

Date of birth 08 -10 -1969

Department GEOG. GEOINFO.MET

Position LECTURER

Direct Telephone

0124202532 Direct Telefax

E-mail francis.nsubuga@up.ac.za

Date of appointment

1st September 2015 Permanent full-time

X Temporary full-time

1.2 ACADEMIC QUALIFICATIONS OBTAINED

Degree/Diploma

Field of study Higher education institution Year

PHD Environment and Society University of Pretoria 2014

Certificate Advanced Environmental

Management Systems

Auditor Course

SGS South Africa (PTY) LTD 2011

Diploma Law Law Development Centre

Makerere

2006

M.A Land Use and Regional

Development

Makerere University, 2003

BA.ED Geography, Luganda Makerere University 1994

UACE Geography, Economics,

Luganda, History

Makerere college school 1990

1.3 WORK EXPERIENCES TO DATE

Name of employer Capacity and/or type of work Period From mm//yy to mm//yy

University of Pretoria- Pretoria, SA Lecturer (Geography and Environmental

science ) Lecturing in environmental

science and Physical geography,

developing and updating curricula,

September

2015 to

present

contributing to general administration of the

department; conducting research field as

well as supervising postgraduate students.

UNISA Post-doctoral fellow Co-supervision of

masters students where applicable,

Facilitation of postgraduate seminars,

Design and conduct specific research

projects, Preparation of research outputs

acceptable in a peer-reviewed journal,

Facilitation of research workshops and

seminars etc.

May 2015 –

October 2015

Kisubi University, Uganda Lecturer, Lecture, demonstrate and discuss

Geography teaching methods, Practical

geography, Geography of East Africa,

World Environment, climatology, statistical

and data representation to In-service

students in Faculty of Education.

August 2013

to April 2015.

Hatchile consult ltd. Research Development Associate- Write

and develop consultancy proposals based

on TORs; Involved in Social research and

integrated business consultancy, Including

field work management.

June 2013 to

July 2014

Kabojja Secondary School. Teacher/educator/ HOD/ DHM- Manage,

Plan and supervise the pastoral affairs of

the lower section (Gr 8&9) students and

instruct students in Geography (local and

international syllabi) and Luganda. Manage

and supervise the pastoral affairs of High

school students.

Jan 1997 –

Jan 2007

Gayaza High School Teacher/educator/ HOD- Head Languages

department, teach and give instructions in

geography and Luganda subjects.

Jan 1994 –

Dec 1996

2. TEACHING ACTIVITIES 2.1 Courses presented

Course Level (e.g. second year, Masters)

Self developed (Yes or No)

ENV 301: Human-Environmental Interactions Third year No, but modified to suit

current issues over time

ENV 810: Environmental Paradigms Postgrad No

GGY 266: City structure, environment and society Second year No

ENV 101: Introduction to environmental sciences First year No

GGY 366: Development frameworks Third year No

WKD 164: Climate and weather of southern Africa First year No

ENS 811: Environment and development Post grad No

OMS 881: Environmental change Masters NO

2.2 Other education and pedagogic courses presented

Course

Year Institution

Environmental Impact Assessment for

Agriculture Projects

August 2017 Institute for capacity development,

Hatfield Pretoria

Environmental management and

Development

May 2013 Pan African Training – Pretoria. South

Africa

Bringing practical solutions to current

problems and global emerging trends using

Environment Impact Assessments”

November 2012 Pan African Training – Pretoria. South

Africa

Course Facilitator “Energy for sustainable

development

July 2012 Pan African Training – Pretoria. South

Africa

3 TEACHING OUTPUTS

3.1 Educational publications and products

4. OTHER TEACHING CONTRIBUTIONS 4.1 Membership of national and international bodies

Representative for Africa, on “The Globe Program” Education working group, – A worldwide Science and

Education program

Member Society of South African Geographers

Member of Uganda Geographical Association

Member CSIR Sports and Recreation Club.

International Teachers/professors Travel Club

Rotarian Pretoria East Rotary Club

4.2 Visits to local and overseas universities as guest professor or lecturer in regard to teaching

Collaborative video guest lecture on Global Health Informatics and public health surveillance to graduate

students at the University of North Western, USA

4.3 Participation in national and international teaching associations, bodies, committees

2014 OCTOBER 18th : Participated in reviewing a Bachelor of Environment and Natural Resources

Management Program at Kyambogo University, presented by Kinyera Apuke George. On invitation

through the Uganda Geographical society.

2014 OCTOBER 18th : On invitation was involved in the review of the Bachelor of Spatial Planning and

Rural Development degree program at Kyambogo University, presented by Mr. Cosmas Watsusi.

2013 NOVEMBER 30th: Geography stakeholders seminar, Organized by the Department of Geography,

Geo-informatics and Climatic sciences, College of Agriculture and Environmental Sciences, Makerere

University through which we reviewed the BSC Geography Degree program.

5 RESEARCH ACTIVITIES 5.1 Former supervision or co-supervision (completed)

Name of student Degree/Title of dissertation/ thesis and date

Supervisor Co-supervisor(s) Duration of studies (years)

Ntakadzeni

Witness

Nelwamondo

The impact of town expansion

on wetlands and ways of

conserving biodiversity in

wetlands of Thohoyandou.

Prof.

Kevin

Mearns

Dr.

FNW Nsubuga

Honours research

project, 1 year

Silena The effects that the Prof. Dr. Honours research

Gungapersad

relationship between floods

and climate change have in

South Africa

Kevin

Mearns

FNW Nsubuga project, 1 year

Prevanie

Govender

The effectiveness of DWA’s

Water Demand Management

Strategies in achieving set

targets: Case Study of

KwaDukuza Municipality.

Dr.

FNW

Nsubuga

Prof.

Kevin Mearns

Honours research

project, 1 year

Gray Stocker Towards sustainable water

resource management: an

evaluation of Johannesburg

water policies in a changing

climate

Dr.

FNW

Nsubuga

Honours research

project, 1 year

Kulani Rachel

Maluleke

Detecting spatial growth using

satellite imagery:

A case study of Protea Glen,

Soweto, South Africa

Dr.

FNW

Nsubuga

Honours research

project, 1 year

Marina Bosch The effects of socio-economic

and climatic factors on the

water quantity of Witbank dam

Dr.

FNW

Nsubuga

Honours research

project, 1 year

Mokanya E.N A political ecology approach to

understanding the patterns of

firewood collection in Omusati

Region, Namibia

Dr.

N.C Davis

Dr. FNW

Nsubuga

Msc , 2 years

6 RESEARCH OUTPUTS 6.1 Publications in peer-reviewed or refereed journals

1. AM Adeola, JM Olwoch, JO Botai, CJ dew Rautenbach, AM Kalumba, PL Tsela, OM Adisa, FNW

Nsubuga (2015) Landsat satellite derived environmental metric for mapping mosquitoes

breeding habitats in the Nkomazi municipality, Mpumalanga province, South Africa. South

African Geographical Journal. DOI: 10.1080/03736245.2015.1117012.

2. AM Adeola, JO Botai, JM Olwoch, Hannes CJ dew Rautenbach, AM Kalumba, PL Tsela, OM

Adisa, FNW Nsubuga , P Mutoni, A Ssentongo (2015) Application of Geographical

information system and remote sensing in malaria research and control in South Africa: A

review Southern African Journal of Infectious Diseases. DOI: 10.1080/23120053.2015.1106765.

3. FNW. Nsubuga, JO Botai, JM Olwoch, CJ Rautenbach, AM Kalumba, P Tsela, AM Adeola, AA

Sentongo, KF Mearns (2015) Detecting changes in surface water area of Lake Kyoga using

remotely sensed imagery in a changing climate. Journal of Theor Appl Climatol. DOI

10.1007/s00704-015-1637-1

4. Francis.W.N. Nsubuga., E.N Namutebi and M. Nsubuga Ssenfuma (2014). Water Resources of

Uganda: An Assessment and Review. Journal of Water Resource and Protection, 2014, 6, 1297-

1315.

5. Nsubuga FNW, Olwoch J.M, Rautenbach CJ, Botai O.J (2014) Analysis of the mid-twentieth

century rainfall trends and variability over Southern Uganda. Theoretical and Applied

Climatology Journal, vol, 115, issue 1-2, pp 53-71.

6. Nsubuga FNW, Olwoch J.M, Rautenbach C.J (2014) Variability of daily and monthly

observed near-surface temperatures in Uganda: 1960 - 2008. International Journal of

climatology. Volume 34, Issue 2, Pages: 303–314.

7. Nsubuga, F.N.W., Botai,J., Olwoch, J.M., Rautenbach, C.J.deW., Adebayo A., Bevis Y (2014)

The nature of rainfall in the main drainage sub- basins of Uganda. Hydrological sciences

journal, DOI: 10.1080/02626667.2013.804188).

8. Kalumba AM, Olwoch JM, I van Aardt, Botai OJ, Tsela P, Nsubuga FWN & Adeola AM (2013)

Trend Analysis of Climate Variability over the West Bank – East London Area, South Africa

(1975-2011) Journal of Geography and Geology. 5 (4), 131-147.

9. Nsubuga FNW, Olwoch J.M, Rautenbach CJ (2011) Climatic trends at Namulonge in Uganda:

1947 – 2009. Journal of Geography and Geology. 3, 119-131

6.6 Technical reports

Date Assignment Client

June 2017 Good practices in environmental

management: Taking sustainable steps

towards a secure future- collaboration with-

Innov8ive knowl-age worx

South African Local Government

Association

July 2015 Shell Polokwane Air quality impact

assessment study. Collaboration with

CJ&MP ESS Pty (Ltd).

Mabu Management Solutions.

May 2015- North west province air quality Management

plan review: Air Quality status report.

Collaborations with Business Enterprises at

University of Pretoria.

Department of Rural, Environment

and Agricultural Development

(READ),

North West Provincial Government,

Republic of South Africa.

June 2014-

December 2014

Impact evaluation of USAID’s Governance,

Accountability, Participation and

Performance (GAPP) - SMS for Better

Service Provision in Uganda. Hatchile

consult

Social Impact (SI) Arlington, Virginia

(USA)

January 2014-

July 2014

Climate science expert in the mandate

called; Economic Assessment of the Impacts

of Climate Change in Uganda (E201)

Le Groupe-conseil baastel sprl

(Baastel), commissioned by the

Climate and Development

Knowledge Network (CDKN),

managed by Price water house-

Coopers Services Limited.

September 2013/

June 2014

Consultancy Services for end of JCU Project

Pilot Evaluation(CJ/Services/2013-

2014/00039)- Hatchile consult

Courts of Judicature- GOU.

July 2011 Assessment of the macro and micro climate

for the town of Thabazimbi- Collaboration

with CJ&MP ESS Pty (Ltd).

Shangoni Management services

(Pty). Pretoria. South Africa

Jan 2009 Water resources related environmental data

and information to establish an environment

water resources related database for

Uganda. As part of the environmental

analysis and assessment component, in the

IGAD sub region.- National Environmental

Consult Ltd (NECOL).

Directorate of Water Resources

Management, Ministry of Water and

Environment

May-July 2008 A proposal to amend the water policy

document, the water act and the water

strategy to address the trans-boundary

The Policy Management Unit (PMU)

of the Water Resources Planning

and Management Project (WRPMP)

dimension and the concept of benefit

sharing of the shared waters, which

accommodates international engagements

and ensures equitable and reasonable

access of shared waters.-National

Environmental Consult Ltd (NECOL).

of the NBI.

7 OTHER SCHOLARLY RESEARCH-BASED CONTRIBUTIONS

7.1 Participation in conferences, workshops and short courses - specify type of contribution

Provide full details of participation in national and international Conferences etc

National 18th -19th October 2017, Delegate 5th Biennial Carbon Capture and Storage Conference (CCS), Umlanga,

Durban, KZN.

5th – 8th December 2016: Presenter, Lake Sibayi variations in response to climate change in Northern

KwaZulu Natal, South Africa. 3rd National Conference on Global Change, Durban

South Africa

26th – 28th September 2016: Presenter, Detecting changes in climates of two inland lake sub-basins of

Sub-Saharan Africa and their implications on livelihoods. SSAG Millennial

conference, Stellenbosch, RSA.- presenter

17th August 2016: Delegate EU FP7 MODEXTREME Project stakeholder workshop: Modified

modelling Solution. Graduate center, Hatfield Campus, University of Pretoria.

26th – 28th November 2012: Presenter, Change detection of Lake Kyoga basin based on remotely

sensed imageries in a changing climate. 1st National Global Change

Conference, Birchwood Hotel, Boksburg, SA - Presenter

9th November 2012 Presenter, Water Resources of Uganda: An Assessment and Review. Water institute

members’ forum conference. University of Pretoria. Pretoria. SA. - Presenter

10th August, 2012 Presenter, Investigating water body size changes across different water management

zones in Uganda under the changing climate. Phd seminar series. University of

Pretoria. Pretoria. SA

September 2011 Volunteer, at the IUCN Regional Conservation Forum: Forests, Food Security and

Financing in a Changing Climate, held at the Premier Hotel O R Tambo,

Johannesburg from the 20th – 21st September 2011.

July 2011 Facilitator, Climate change and Human Population in view of the Habitable Planet.

Winter School organized by ACCESS/NRF. University of Pretoria/Limpopo South

Africa

May 2010 Presenter, Climate Change/Variability and Livelihoods: Implications and Evidences

from Uganda. PhD colloquium, “First international Conference in Responsible

Leadership. University of Pretoria .SA.

November 2007 Delegate, to Workshop organized by AWIRU, CSIR, UNESCO and UWC on “The

strategic role of water in alleviating the Human Tragedy associated with HIV/AIDS

and Poverty in Southern Africa” held at the CSIR\ ICC-Pretoria.

October 2007 Delegate, The Interlogue forty-five; “water, a scarce resource” held in Midrand-

Pretoria, South Africa.

International

30th July – 3rd August 2017: Delegate, 21st Globe Annual meeting, Coastal resilience in urban

environments, Southern Connecticut state University, New Haven, Connecticut,

USA

16th – 21st July 2016 Presenter breakaway workshop “African expeditions- Lake Victoria basin

experiences and opportunities for implementing globe protocols”, 20th Globe

Annual Meeting, Estes Park, Colorado, USA

24th January 2015 Delegate, International Symposium on Sustainability Science: Creation of a

Sustainable Society in Harmony with Nature. Organized by Sustainability Science

Consortium, United Nations University, Tokyo, Japan.

21st January 2015 Delegate, Seminar Living Planet Report 2014: The latest message from WWF

International. Jointly organized by UNU-IAS, WWF Japan and University of Tokyo

GPSS-GLI, United Nations University, Tokyo Japan.

16th January 2015 Delegate, Conference on Sustainable Development Goals and the Post -2015

Development Agenda- Current International Discussion and challenges for

implementation. Organized by Institute for Advanced study of sustainability, United

Nations University, Tokyo Japan.

30th November 2013 Delegate, Geography stakeholders seminar. Organized by the Department of

Geography, Geo-informatics and Climatic sciences, College of Agriculture and

Environmental Sciences, Makerere University.

17th October 2013 Delegate National Conference and Exhibition on Disaster Risk Management.

Securing the Future: “Building Resilience through Disaster Risk Management &

Climate Change Adaptation”. Held at Speke Resort Munyonyo.

5th- 8th August 2013 Presenter: Detecting changes in surface-water area of Lake Kyoga basin using

remotely sensed imagery in a changing climate. Department of Geomatics and

land management, Makerere University Kampala- Uganda

July 2013 Delegate, National scooping workshop organised by NEMA on production of a

National State of Environment Report 2012. Grand Global Hotel, Kampala. July 3-

5, 2013.

9th – 12th Presenter, December 2012 The character of rainfall in the main drainage

sub-basins of Uganda (1940 -2009) 2nd East African young water professional

Conference, Serena Hotel, Kigali, Rwanda

May 2002 Presenter, Water Provision in Urban Centres, Water Sources and Supply Institutions. A

Concept Paper presented to “People Provisioning and Place”(PPP) workshop. Makerere University.

Kampala. Uganda

7.2 Teamwork and collaboration with others:

Other researchers (national and international)

1. Dr Ahmed Kalumba, University of Fort hare, RSA

2. Dr Cliff Kikaawa, postdoc research, TUT, Pretoria RSA

3. Dr Joel O Botai, South African Weather Services (SAWS), Pretoria, RSA

4. Prof. Hannes Rautenbach, South African Weather Services (SAWS), Pretoria, RSA

5. Dr. Kiibi Komen, City of Tshwane Municipality, Pretoria, RSA

6. Prof. F Kevin Mearns, CAES,department of Environmental sciences, UNISA, RSA

7. Dr. Tony P. Murphy, Globe Implementation office, USA

8. Dr. Rusty Russanne Low, UCAR, Colorado, USA

9. Dr. Kazuyo Hirose, Japan Space Systems (JSS), Japan

10. Dr. Jane M Olwoch, SASSCAL, Namibia

11. Ass Professor Scott M Graves, Southern Connecticut state University, USA

12. Prof. Dr .Karl Schneider, Goegraphisches Institut Universitat zu Koln, German

13. Dr. Russanne D Low, Institute for Global Environmental Strategies, USA

14. Ass.Prof Yoshi Uchida, Hokkaido University, Research faculty of Agriculture, Japan

15. Dr. Akinori Yamamoto, Tokyo Gakugei University, Japan

16. Dr Hilde Ibsen, Karlstads Universitet, Sweden

17. Dr. Adam Powell, University of North Western, USA

Other research institutions (national and international)

Kisubi University

Institute for Global Environmental Strategies

Southern Connecticut state University

Industry

Enviro Space & Systems

Innov8ive knowl-age worx

Institute for capacity development

CJ&MP ESS Pty (Ltd).

Africa Development Solutions

7.3 Membership in national and international bodies 1. Representative for Africa, on “The Globe Program” Education working group, – A worldwide

Science and Education program

2. Member Society of South African Geographers

3. Member of Uganda Geographical Association

4. Member CSIR Sports and Recreation Club.

5. International Teachers/professors Travel Club

6. Rotarian Pretoria East Rotary Club

7.4 Visits to local and overseas universities or research institutes as guest professor or researcher

Trainee: Japan Space Agency, January 2015 to March 2015.

MANAGEMENT AND ADMINISTRATIVE DUTIES

1. Safety and health representative for the department and faculty committee 2. Study adviser, undergraduate degree Bsc Environmental science and BA general with Geography specialization

COMMUNITY SERVICE OR PROFESSIONAL SKILLS

10.1 Outreach projects

Member of Rotary Club of Pretoria East, Director for Youth and fundraising.

Development Tennis Coach, CSIR tennis club

Ongoing engagement with city of Tshwane- on research activities

Training teachers in GLOBE protocol activities- SAASTA/DST, Johannesburg Observatory

10.5 Referee duties

Academic Journal Reviews

Journal of Basic and Applied Research International

Journal of Human Ecology

British Journal of Environment and Climate Change

British Journal of Applied Science and Technology

Journal of Geography, Environment and Earth Science International

Dissertations/theses

Internal examiner (2PhDs- University of Pretoria)

External examiner (1 master thesis- UNISA)

Internal examiner (1 master thesis - University of Pretoria)

11.1 Evaluation status as scientist/scholar

All 2012

Citations 30 29

h-index 3 3

i10-index 1 1

TEACHING PORTFOLIO

Name: Francis Wasswa N Nsubuga

Qualification: PhD (environment and Society)

Current position: Lecturer (Geography and Environmental Sciences)

TEACHING PHILOSOPHY STATEMENT

Through my experiences as a student, a high school teacher, a deputy principal, teaching

assistant, lecturer and course instructor of Geography and later environmental sciences, I have had

the opportunity to reflect on my approaches to teaching and learning. Below is the philosophy that

underlies my approaches in a learning situation. A student in my eyes is the future. S/he has to be

empowered to be a pillar of change in his/her own environment. During my teaching/lecture I

motivate the students to think of what they can do for their societies. Every subject and topic I

have taught has a bearing in the student’s environment. As a result when I ask questions whether

in class or during an exam, I look for the applicability of knowledge and information of what the

student learnt. It’s my expectation that when I teach a student, s/he should complement their study

with further reading. The only way I can tell that a student went beyond what I taught in class when I

see the various examples a student is able to generate. My education philosophy is driven by the belief that ‘as an instructor I expect change in my student.

And that change is only evident to me, not by what a student knows, but what s/he can do with the

knowledge. I am thus required to guide a student towards achieving that. This does not mean that

I don’t allow students to work independently. As a matter of fact I let the students own their work and

encourage them to discover along the way. I carefully design activities for my students to move

beyond the classroom, reminding them of the real-world demands they are training to meet. This has

empowered my students to accomplish lots of things. In this position I provide the leadership to

students, and there is no such a thing as that time when you see your student graduate or when you

motivate the student to carry on or persevere. I see myself as a lifelong learner who will always be learning through research, experience, and

interaction with others. Teaching is so interesting to me until that time when I have to do the

marking especially when classes are so big. A lot of energy, time and planning is involved. All in all I

spend time reflecting on what my perspective of good teaching is, and recollecting my impressions

of teachers/professors (as a student). In the end I have analyzed my own teaching strengths,

weaknesses and style, which has inspired me to experiment with new strategies and to consult with

more experienced teachers for their advice especially in cross cultural settings. I appreciate the fact that most of my students have treated me with respect. In return I have

always treated them with respect and support throughout my interactions with them. For example, I

never say something demeaning or derogatory to them. I prefer to be supportive to student’s ideas and

desires and create an atmosphere where they can ask questions and make them feel comfortable. My perspectives on learning range from the learning as a lifelong process, learning by doing, we

create our own meaning from what we learn, trying new things is part of learning and mistakes can

be part of learning process. Having this in mind, as an instructor I often stretch my students,

challenge them with high standards, tempt them with fascinating material and support them as they

reach out. In today’s information age, technology is imperative as a means of instruction because it is so

prevalent in society. During my instruction I use technology meaningfully and with purpose and

ease. I am so pleased with the present technologies in Geography, like GIS and remote sensing.

They are complementing our teaching skills especially in situation where going to the field is

becoming difficult.

I have taught in multiple subject areas as indicated in the next section and CV within the confines of

geography and environmental sciences to diverse student types including adult professionals. In all

cases, I exercise unfailing honesty and fairness with my students.

Research statement It’s a scholar’s duty to conduct and share one’s research, as well as to participate in the research

community through a variety of activities. Since my return to university life, iam advising

postgraduate students, participating in conferences, serving as a reviewer of scholarly journals, and

an examiner of postgraduate work. I reflect a lot on my published work and often compare its

quality on what other scholars are putting out there in the same field.

Currently, I supervise honors students and masters’ students. I am mentoring these students in data

collection, ethics and study designs as well as the broader academic skills on conducting literature

searches, and the publication process. We often meet twice a month during the initial stages of

research where the hows and whys of the work are stressed. I also try at all times try to promote my

students autonomy.

Previous research At the master’s level, I carried out a study to establish the challenges faced by the formal and informal institutions of water and the extent to which people get access to this water in Rubaga division. It addressed the questions like the nature, functioning and relative importance of agents involved in provision, the mechanisms and modes of accessing water in urban areas, the challenges urban people face while trying to get water, and the adaptive strategies designed by the urban populations to sustain their water supply. http://hdl.handle.net/10919/71630 The study was inspired by the “people, place and provisioning” philosophy introduced to me by Gunilla Andrae (Stockholm University, Faculty of Social Sciences, Department of Human Geography) and Hannington Sengendo (currently vice chancellor Nkumba University) who coordinated the programme from two universities. Understanding provision of water encouraged me to further the study and include aspects of climate change and livelihoods which are urgent in Africa. The PhD thesis examined the climatic trends of rainfall and temperature in Uganda using historical data. And because climate is an important aspect in water resources management and livelihoods formations, an attempt to explain how the interaction impacts on the two was made in the context of climate variability and change. The assumption is that climate change/variability has had an effect on water resources management and the way individual households and society at large form livelihoods especially at household level. https://repository.up.ac.za/bitstream/handle/2263/.../Nsubuga_Climate_2013.pdf?...1

Current research

As I venture into this space of research, my interests are in the following areas; Climate change,

Water resources management, Livelihoods formations. My approach in research is to investigate

climate change in observed historical data to detect a climate change signal. When this signal is

detected, the question I raise is how it affects the household’s livelihoods that are formed around

water resources. I then run time series and compare it with the change in surface water. At this level I

am integrating remote sensing and GIS technologies to detect change in water resources over time.

Livelihoods changes that were present and those occurring are of interest. In so doing, I am able to

inform policy decisions on how climate change impacts on water resources related livelihoods,

within the confines of environment and society.

KEY TEACHING STRATEGIES AND INNOVATIONS

An educators own enthusiasm goes far in engaging students, but working with a wide range of

students and subject content has required me also to develop an array of techniques for

drawing my students in. previous years, several of my courses I taught would take 2-3 hours,

so they would require endurance if I did not make them varied and exciting. This required of

me to integrate a hands on approach and demonstrations in class experiments for my

environmental science students (to practice data collection).

For example 3rd year students of environmental sciences, record their daily consumption for a

period of one month, then transfer their weekly consumption to a data sheet and work out their

weekly footprint on the environment using the ecological footprint spreadsheet. Students are required

to submit a weekly report and at the end of the module submit a final (monthly) report towards their

semester mark. This exercise awakens many students consciousness on how much impact they

have on earth. It has led many of them to change their ways of consumption so that they have a low

carbon foot print on the environment. When I give a lecture, I make a special effort to be engaging and to explain topics in a way those

particular students will understand. So I mix lectures with discussions, debates, group work, videos,

presentations and guest speakers. Choice of a technique is determined by what skills I want students

to learn and design activities and assignments around those goals. Sometimes, the valuable skills

and information are not as interesting but are useful. For example, a third year student was

disgusted as to why she has to participate in a debate during a lecture. Another did not like the

idea that she had to record her expenditure in Rands, but the spreadsheet required of her to

report it in USDs. I have met students who resist group work. Currently, I am integrating ‘citizen science’ into the environmental science and weather and

climate courses. My initial engagement is with Education students, who I wish, they will use the same

techniques, to apply and develop citizen science in the schools they will be teaching. Citizen

science, under the GLOBE program connects students, teachers, scientists and other citizens to

learn about the earth environment and climate through data collection, analysis, and research. Data

is entered into database and shared with international partners. Analysis and research by students

and students from over 100 countries around the world is also shared at international meetings. I take the learning process seriously and I expect the students to do so in order to achieve high

standards. High standards begin with clear expectations, and progress with steady support. For

example I give a great deal to the syllabus, I set the readings and how I will assign grades. My

introductory lecture will be about how things will be done during the course study and all dates for

evaluation are included. The philosophy as to why I am planning my lectures that way is also

explained in the first introductory lectures. This is the time, selection of groups and assignment of

topics of discussion is done. A teaching guide is one of the most important document I prepare with

caution because the moment we divert from it then there is friction. So I make sure we all understand

it before we get into the details of the course. And this has made each of the stakeholders

accountable

EDUCATIONAL LEADERSHIP

The demands on educational leaders are evolving. In order to face these challenges and create

transformative change in education, one needs to understand the role of educational leadership,

its responsibilities in order to further education and move the career forward in this field. To

facilitate improvement and positive change, as a leader I have paid attention to;

Student information and observe lectures to pinpoint potential problems and areas for improvement. There are moments when you notice a non-participating student. S/He may not say a word in a lecture. It is important that such a student is observed when learning in a small group. Some students may lack the confidence to speak or they may feel they are not eloquent enough to speak in big audience. On many occasions I have given such students positions of responsibility so that their confidence is boosted. Others are so talkative but often miss the important details. In such incidences I often correct them or make them see the other side of a coin when making arguments.

Building effective teams and committees especially with colleagues. This was true when I was holding a position of a deputy head teacher in charge of pastoral affairs. Committees become effective in solving and debating about complex issues especially in situations where consensus is hard to reach in limited time.

Adjusting organizational structure in situations where inefficiencies are apparent. Some organizations tend to have many reporting structures, while others lack any structure. As a deputy in charge of pastoral affairs, I also supervised the communication and public relations docket. Their many examples among us in organizations where communication is a problem and often results in a public relations disaster. A leader has to keep a thumb on all communications and ensure that they are harmonized well. It’s better to speak the same way for an organization than individuals just airing their own views which may be taken as the organizations position.

Creating and updating budgets is not a challenge, but ensuring that an organization stays in the budget is a daunting task. Budget issues require strict leadership and one has to work with effective accountants to achieve targets. I can’t say there are never challenges (e.g inflationary tendencies and economic down turns), but with good participatory planning and proper guidance I have to say my time as a leader we achieved a lot. Even currently as a lecturer, I try as much to live in budget personally and also when using university resources.

Design, implement and assess school policy and procedures was an activity that I got involved in when I was a high school sectional head. We needed to improve discipline of students and also create a guiding policy for teachers. As the chair for the committee, we came up with a code of conduct for Kabojja secondary school by then. The leadership I provided I presume was the basis why I was elevated to deputyship. At the helm I was required to implement the school code of conduct and teacher policy in order to a achieve targets.

Hire, evaluate and manage teachers was one of my roles as a deputy head. My colleague in charge of academics would bring to notice the need for a staff. We would proceed to organise interviews and eventually hire members of staff. A successful teacher was then handed to me for orientation especially on the code of conduct in the school. I would also assign pastoral duties to the said teacher and subsequently monitor and manage the activities the teacher got involved in. every end of year a teacher in Kabojja would undergo evaluation on his or her performance. All evaluations were intended to make the teacher improve, seldom did we have to expel a teacher. I remember a teacher who got into dubious trade with students, when he was apprehended he just walked away. It was also hard when a teacher resigned without sufficient notice, because alternative arrangements had to be put in place to cover for the gap. It was not easy to get substitute teachers like it’s in other countries like UK, where you call in for a stand in teacher.

Set curriculum standards is a duty sometimes we do unintentionally. Fortunately I was an examiner with the national examination board. With other teachers from other school we would meet at the end year to examine A level students who were due to join University. Standards were set during this convention. Besides, as a teacher of geography I was required to plan, teach, mark, and ensure that students perform well. The curriculum also involved strict attention to extra curricula activities, where I was also a house master. Houses, were for competition purposes among learners. Being a boarding institutions learners are required to get involved in two sports, participate in drama and

music. This was a holistic curriculum which I still feel proud of and it was also a docket under pastoral affairs.

To accomplish these tasks, it is imperative to work and communicate with others, including teachers, staff, and students and their families. School performance benefits from a collaborative approach to leadership, which includes sharing findings, failures, and concerns. Relationship building is essential to effective educational leadership, and it is vital to acknowledge, and support the roles and contributions of all stakeholders. A true leader will create an educational environment in which opportunities for positive change are present and supported throughout the organization.

SCHOLARSHIP ON TEACHING

In collaboration with Adam Powell (PhD), the President Payer + Provider Syndicate; of Northwestern University, Boston, USA; conducted a tele-lecture on; the structure of the Ugandan and/or South African healthcare system. How health IT is being used in Uganda and/or South Africa (hospital-based use, disease tracking, HIV programs, malaria mapping, etc.). Demographic, government, and healthcare system factors which contribute to health IT being used in the way that it is. Ultimately, the goal of the class is to help students understand the connections between national demographic, cultural, and social factors, healthcare system structures, and health IT adoption. Each lecture devoted to a different nation in order to provide a broad survey to the class.

Through the GLOBE higher institutions of learning partnership (25 members currently) we are developing an international module that cuts across nations to improve and also teach environmental science systems analysis. The module will rely on scientific GLOBE protocols and students may be tested on similar work. This process is spear headed by Associate Professor Scott at the Southern State University, in New Haven.

APPENDIX