centre for student support services annual report: 2009 for student sup… · centre for student...

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


Personal Leadership


Creating a Leading Edge


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.-

http://elearn.uwc.ac.za/index.php?module=splashscreen

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.

http://elearn.uwc.ac.za/index.php?module=splashscreen

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


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


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


Mobility

Impaired

Partial loss of mobility

(eg. partial paralysis,

amputation), partial

loss due to medical

condition (eg. motor-

neuron disease)



Neurological

Impairment

Resulting from

accidental injury to

nerves, eg. stroke


Liaising with Departments to facilitate and/or assist with note-taking


Psychological

Impairment

Bi-polar Liaising with departments


Referral for psychological monitoring and/or support

Physical

Disability

Loss of limbs or

physical damage from

birth, eg. deformed

limbs

Assessment for assistive devises


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


Learning

Disability

Eg. Dyslexia Liaising with departments

Providing an amanuensis if required


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


Temporary

Disability

Eg. temporary

impairment due to

injury, accident


BS 02/02/2010

centre for student support services annual report: 2009 for student sup… · centre for student...

Documents