SELF-STUDY REPORT COMPANION DOCUMENT 2017 Companion... · Human Resource Management (18) ... •...

CONTINUING INSTITUTIONAL ACCREDITATION 2017 - SELF-STUDY REPORT COMPANION DOCUMENT

THE UNIVERSITY OF THE WEST INDIES

ST AUGUSTINE, TRINIDAD AND TOBAGO

CONTINUING INSTITUTIONAL ACCREDITATION 2017

SELF-STUDY REPORT COMPANION DOCUMENT

REPORTS ON:

1. FOLLOW-UP TO RECOMMENDATIONS PRESENTED IN THE ST AUGUSTINE CAMPUS’S INSTITUTIONAL ACCREDITATION SELF-STUDY REPORT, 2010 2. ACTION TAKEN ON AREAS REQUIRING INSTITUTIONAL ATTENTION IDENTIFIED IN THE ASSURANCE SECTION OF THE ACTT EXTERNAL EVALUATORS’ REPORT, 2011 3. FURTHER PROGRESS ON THE RECOMMENDATIONS IN THE ADVANCEMENT SECTION OF THE ACTT EVALUATORS’ REPORT 2011, SINCE ACTT’S FOCUSED SITE VISIT 2014


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KEY

** Refers to recommendations that are cross-referenced with other recommendations in the Self-Study Report Companion Document.

A When followed by a number, “A” refers to an Appendix provided as evidence of statements made in this companion document and the Appendix number.

The University of the West Indies, St Augustine. (2017).

Companion Document to Continuing Institutional Accreditation Self-Study Report.

St Augustine,

Trinidad: Author.


Contents Table1. ReportonFollow-uptoRecommendationsPresentedintheStAugustineCampus’sInstitutionalAccreditationSelf-StudyReport,2010..........................................11.UniversityVisionandMission(6).......................................................................................................................................................................................................................................................12.InstitutionalEffectiveness(23)...........................................................................................................................................................................................................................................................53.EnhancementofTeachingandLearning(12)...................................................................................................................................................................................................................................254.EnhancementofTeachingandLearning:AcademicAdvising(6).....................................................................................................................................................................................................395.QualityAssurance:StudentFeedback(9).........................................................................................................................................................................................................................................416.QualityAssurance:OtherProcessesandProcedures(14)...............................................................................................................................................................................................................457.HumanResourceManagement(18)................................................................................................................................................................................................................................................538.GraduateStudiesResearchandInnovation(29)..............................................................................................................................................................................................................................62

Table2. ReportonActionTakenonAreasRequiringInstitutionalAttentionIdentifiedintheAssuranceSectionoftheACTTExternalEvaluators’Report,2011..................711.Mission&Purpose...........................................................................................................................................................................................................................................................................712.Governance&Administration..........................................................................................................................................................................................................................................................713.Teaching&Learning.........................................................................................................................................................................................................................................................................734.PreparednessforChange.................................................................................................................................................................................................................................................................735.CommitmenttoContinuousImprovement......................................................................................................................................................................................................................................74

Table3. ReportonFurtherProgressontheRecommendationsintheAdvancementSectionoftheACTTEvaluators’Report2011,sinceACTT’sFocusedSiteVisit2014.....751.StaffandSpaceShortfalls.................................................................................................................................................................................................................................................................752.Inter-Disciplinary&Trans-DisciplinaryTeachingandResearch.......................................................................................................................................................................................................753.TensionofTeachingVersusResearch..............................................................................................................................................................................................................................................824.StudentLearning,Assessment&Evaluation....................................................................................................................................................................................................................................835.ContinuumofLearningModes.........................................................................................................................................................................................................................................................846.Non-AcademicOperationalQuality.................................................................................................................................................................................................................................................84

ListofAppendicestotheCompanionDocument..............................................................................................................................................................................................87


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Table 1. Report on Follow-up to Recommendations Presented in the St Augustine Campus’s Institutional Accreditation Self-Study Report, 2010

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE

1. University Vision and Mission (6)

Category 1: Mission and Purpose Recommendations

1. Make mission statement documents available in more places than the University website, for example, all print and e-documents and reports should include it.

COMPLETED

i) The Marketing and Communications Office (M&C) developed and disseminated print media (posters, brochures, e-documents) to enhance awareness of the key elements of the Strategic Plan including mission and vision.

i) Samples of print media and e-documents (see Resource Room [RR] )

2. Include an analysis and understanding of The UWI’s mission in all employee orientation and training on the Campus.

COMPLETED

i) Orientation sessions take place annually in the month of August when the majority of new staff assume duties. The vision and mission are introduced to new employees at these sessions.

ii) Presentations were made by former

Campus Principal, Professor Clement Sankat and PVC Planning and Development on the Strategic Plan to members of Academic Board and participants in staff fora.

i) A1 - Memorandum from Director HR to the Campus Principal on topics to be covered in Staff Orientation Week July 2016

ii) a. Presentations by Professor Clement Sankat and PVC Planning and Development on the Strategic Plan to members of Academic Board and participants in staff fora (see RR)

b. Feedback from staff for a (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 3. Promote staff and

students’ awareness of their faculty, department, and unit level mission statements and understanding of their own role in achieving the goals set out therein.

ONGOING Faculty of Engineering i) To provide staff/student awareness, the

mission statement is visibly posted in each department and the Office of the Dean. The faculty’s mission statement is also posted in the faculty’s booklets and other official documents.

Faculty of Humanities and Education

ii) Mission and vision statements are displayed in the Faculty Office and throughout the faculty. Departmental vision and mission statements are included in the department’s booklet (online and hardcopies) and displayed in the Main Office. The Dean hosted a faculty retreat in 2013 with administrative, technical, and service (ATS) staff, heads of department (HODs) and Deputy Deans where vision and mission were discussed.

Faculty of Food and Agriculture

iii) The FFA has posted the University’s vision and mission statements in all departments and other public spaces in the faculty.

Faculty of Engineering i) A 2.1 - Faculty and departmental vision

and mission statements Faculty of Humanities and Education

ii) See RR


iii) Sample images of the display of the vison and mission statements (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Science and Technology

iv) The vision and mission statements of the FST reflect those of The UWI. Departments have their specific vision statements. These statements are displayed prominently in the departments and Faculty Office. They are also on the websites.

Faculty of Medical Sciences

v) All schools, departments, and the centre in the FMS have developed their own vision and mission, which align with The UWI’s vision and mission, and have shared them with the stakeholders by posting on notice boards, online, and other media.

Faculty of Science and Technology iv) See RR


v) A 2.1 - Faculty and Departmental vision and mission statements

4. Ensure that there is a clear interface of mission and vision statements at faculty, departmental, and unit levels.

ONGOING Faculty of Engineering i) The Faculty’s vision statement was

recently revised and approved by Faculty Board.

Faculty of Social Sciences

ii) Vision and mission statements are framed and placed at the FSS Secretariat as well as in each department. Vision and mission statements are also included in the Social Sciences regulations and syllabuses.

Faculty of Engineering i) See RR


ii) See RR


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Humanities and Education

iii) Projects and other initiatives from all units were aligned to The UWI mission and vision. The Department of History’s vision and mission statements are closely aligned to those of the FHE.

Faculty of Law

iv) The Faculty formulated a comprehensive Strategic Plan in 2013, entitled Operational Plan, which sought to fulfil its objectives and those of the St Augustine Campus’s Strategic Plan, and which has been evaluated and updated by way of Operational Plan Progress Reports 2016, 2017. These prescribe the several objectives and related activities.

Faculty of Humanities and Education iii) Faculty Strategic Plan, Faculty

Implementation Plan and Estimates of Needs.

Faculty of Law

iv) A 6.1 - Faculty of Law Operational Plan Progress Report January 2017

Category 4: Preparedness for Change Recommendations

4. Use mission and purpose as a fundamental basis to guide and broker discussions on any Campus planning process.

COMPLETED

i) The Campus planning process included the development and roll-out of the Campus Operational Plan and was informed by the University’s vision and mission.

i) a. A 3.1 - Campus Operational Plan 2012-2014 and A 3.2 - Campus Operational Plan 2014-2017

b. A 4 - Faculty and Administrative

Departmental Operational Plans A4.1 IIR & 4.2 FHE c. A 5 - Campus operational plan

summary performance reports A 5.1 - Campus operational plan

summary performance report for 2012-2014,


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE A 5.2 - Campus operational plan

summary performance report for 2014-2015 and

A 5.3 - Campus operational plan

summary performance report for 2015-2016

6. Examine the extent to

which mission and purpose have impacted the quality of today’s UWI graduate, as part of institutional assessment.

COMPLETED i) This has been done through: • Graduate Tracer Surveys • Undergraduate Student Experience

Surveys • Academic Quality Assurance

Review Reports • Student Focus Groups

i) a. A 7 – Graduate Tracer Survey Reports from COPIR

b. A 8 - A sample of Academic Quality

Assurance Reports c. A 9 - Reports of Student Focus Groups

conducted in 2016

2. Institutional Effectiveness (23)

Category 2: Governance and Administration Recommendations

1. Establish a schedule for the periodic review of the functioning of the Campus’s administrative structure to ensure its effectiveness as part of an agenda of institutional performance assessment.

The initial phase was completed.

i) The Institutional Effectiveness Unit (IEU), in its initial structure, was created to address quality assurance (QA) of non-academic entities. The IEU developed a framework to address service quality in targeted administrative units.

ii) Since the last accreditation exercise

2010, new or reconfigured administrative entities were created to strengthen institutional capacity for goal achievement. Some examples are: • IEU • COPIR • Former BDO demerged to create

i) Campus Quality Framework (CQF) (URL: http://sta.uwi.edu/qualityoncampus/QualityFramework.asp)

ii) A 10 - Minutes of the Finance and General Purposes Committee approving the faculties.


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the OIAI and the ORDKT • Faculty of Law (FOL) • Faculty of Food and Agriculture

(FFA) • Faculty of Science and Technology

(FST) • Consolidation of various student

services units into the Division of Student Services & Development (DSSD)

• Demerger of the Department of Liberal Arts into The Department of Literary, Cultural and Communication Studies and the Department of Modern Languages and Linguistics

iii) In the context of The UWI 2017-2022

Strategic Plan, a project sub-committee has been established for Internal Process Review to, inter alia, re-engineer the Institution's organizational structure.

See RR

4. Continue to pursue initiatives to broaden the Campus’s funding base and reduce overdependence on any one source.

COMPLETED

Relevant initiatives included: i) Increase in the number of fee-paying

programmes, for example: • MSc Manufacturing Engineering &

Management • MSc Forensic Science • MSc Optometry • MSc Biotechnology

i) A 3.2 - Campus Operational Plan 2014-

2017, p.51


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE ii) Commercialization of The UWI’s

intellectual capital and physical plant through the establishment of: • The Commercialization Office,

Office of Institutional Advancement and Internationalization (OIAI)

• University Inn and Conference Centre

• Professional Development Office (Institute of Critical Thinking)

iii) Recapitalization of The UWI for example: • The UWI/Republic Bank

Development Project • The Orange Grove Agricultural

Innovation Park • The UWI/ANSA McAL partnership

to establish, the Guardian Media School of Journalism, The Anthony N Sabga School of Entrepreneurship, and the provision of a new physical space for the ANSA McAL Psychological Research Centre

ii) a. A 11 - Implementation Agreement between CAU and UWI

b. A 12 - Executed MOU - UWI and Lake

Asphalt, 25th September 2015 c. A 13 - Executed MOU - UWI and

Huawei Technologies, April 2016 d. A 14 - Executed MOU - UWI and BGTT,

Jan 2016

iii) A 15 - The Status of the Memorandum of Understanding with ANSA McAL regarding the ANSA McAL Building Project


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 7. Implement a

programme to build awareness and understanding of the role and function of marketing and communications in higher education and, in particular, at the St Augustine Campus of The UWI. This programme should, at the same time, address the issues relating to the resourcing of the Marketing & Communications Office.

ONGOING

i) An email is sent to Heads and Deans at the start of each academic year which outlines the services of the Marketing and Communications Office (M&C). A presentation is made to the incoming Guild of Students each year which outlines the services and invites the Guild to partner with M&C.

i) a. A 16 - Text of Email Communication to Deans and Heads of Departments on the Role and Function of M&C

b. A 17 - Presentation to the Guild of

Students on the Role and Function of M&C - June 6, 2017

Category 3 – Teaching and Learning Recommendations

1. Undertake surveys of prospective students to determine reach and relevance of programme information.

COMPLETED i) The Campus Office of Planning and Institutional Research’s (COPIR’s) incoming student survey contains questions that relate to prospective students’ knowledge of The UWI and its programmes.

i) A 18 - Sample copy of the report of the Incoming Student Survey, St Augustine Campus 2015-16, p.12


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 2. Trace and obtain

feedback on impact of disseminated programme information.

ONGOING i) The Campus builds awareness of its programmes through participation of the Admissions Team in College Fairs. This is facilitated by M&C. UWI programmes are also promoted in the traditional media (for example, newspaper and radio) and on digital media (website and social media).

ii) For the impact of programme

awareness, the Campus solicits feedback from attendees at UWI Open Day which is a way of measuring satisfaction with programme information. With respect to programme information in the Faculty booklets, there was a perception study done by an external firm in 2009, however, there is benefit in conducting another study to assess progress.

i) See RR

ii) A 19 – UWI STA Open Day Evaluation Form

3. Simplify registration procedures into a minimum number of steps to complete the activity effectively and efficiently.

COMPLETED i) Student Affairs (Admissions), Office of the Campus Registrar, has published on its website the registration procedure, “Register in Just 7 Steps.” Nonetheless, in student focus groups conducted as part of the self-study process, the registration process emerged as a major area of complaint, indicating the need for further improvement.

i) URL: http://sta.uwi.edu/registration/procedure.asp


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Standard 3.3: The institution

values and promotes effective teaching. Recommendations

1. Establish departmental committees that collaborate with and are supported by the IDU (now CeTL) to address development needs.

ONGOING i) A committee has been established to determine keynote speakers and thematic approaches to The UWI/GG Teaching Awards and Open Lectures.

i) a. A 20 - Sample of minutes of UWI/GG Teaching Awards and

b. A 21 - Open Lectures from 2010

2. Train Heads of Departments to:

d. assign workload to staff within the guidelines provided by the workload policy

ONGOING i) Training is being done in some faculties. Staff are encouraged to participate in training offered by the Centre for Excellence in Teaching and Learning (CETL). The FOL, for example, instituted a formal workload policy for academic staff that lends itself to greater effectiveness in teaching.

Faculty of Engineering

ii) All members of academic staff were encouraged to participate in CETL training activities.


ii) a. Vice Chancellor’s Departmental Award for Excellence – Department of Electrical Engineering (see RR)

b. Most Productive Research

Department, Research Award (UWI/NGC) – Department of Mechanical Engineering (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Social Sciences

iii) Each new HOD is provided with training by The UWI.


iv) Each department was asked to provide input on the expected workloads for academic staff members.


v) This has not been done at the FFA. Training has been left to IDU/CETL.

Faculty of Law

vi) In September 2013, a formal workload policy was instituted for academic staff, following the guidelines established by The UWI, with the main aim of ensuring equity in teaching assignments. Faculty were assigned, in general, 10 teaching hours and a further five contact hours, designated as Office hours, per week, in addition to research, preparation, supervision, and other duties. This was the required norm for The UWI. Exceptions to this policy were made for academic colleagues pursuing PhD programmes, the faculty’s two Deputy Deans, and persons who could establish especially onerous university

Faculty of Social Sciences iii) Information not currently available


iv) a. Faculty Board approved FHE Faculty Workload Policy (see RR)

b. A 22 - Faculty Workload Assignments


v) Information not currently available Faculty of Law

vi) A 23 - Faculty of Law Staff Workload Policy


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE duties. Generally, colleagues are expected to teach two courses per semester.

Faculty of Science and Technology

vii) This is done on an annual basis, before the start of the academic year. Guidelines are provided to the HODs and workload documents are submitted by the HODs to the Dean on an annual basis.


viii) The FMS Directors and HODs have, from time to time, have participated in the training organized by The UWI.


vii) See RR


viii) See RR

Standard 3.5: The institution’s resources support student learning and effective teaching. Recommendation

2. Adopt strategies to maximise use of resources.

ONGOING Campus Bursar i) a. Funds raised from the private sector

and partnership with donors, as well as grant funding received from the Government is reserved for teaching and learning.

b. The Campus invested in replacing

aging infrastructure. c. Service contracts were renegotiated,

with most vendors agreeing to a 50% cut in their pricing.

d. Departments/Units have responded

favourably to improving the

Campus Bursar i) A 24 - Interview with The Campus

Bursar


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE management of workflow with a view to managing overtime more effectively.

e. Contracts for part-time staff were

reduced from one year to nine months. In the category of ATS staff, numbers have been reduced via attrition through retirement.

Director, CETL

ii) a. A blended-learning committee has been established to determine resources needed for both students and teaching staff.

b. A series of face-to-face workshops for

teaching staff on the use of blended learning (BL) is run several times per year.

c. myeLearning 101 for teaching staff

(online resources) and myeLearning 101 for students (online resource).

Director, CETL

ii) a. A 25 – Blended Learning Policy

b. A 26 - List of face-to-face workshops for Teaching staff on the use of Blended learning (Chapter 5 of the SSR 2017)

c. A 27 – Screenshot of Login Page for

Online Course Evaluation Website


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Humanities and Education

iii) Students are given financial support for seminars, conferences, and other activities. The faculty supports student development projects of the DSSD.


iv) Faculty and departments’ budgets are chiefly spent on student learning and effective teaching.

Faculty of Law

v) The Faculty has enhanced its current space considerably – to its maximum potential. However, it needs to relocate to a permanent home.

Faculty of Science and Technology vi) Assessment of lecturers and courses

are done on a semester basis. Student Evaluation of Courses and Lecturers (SECL) are submitted to CETL for collation and analysis. Summary reports are sent to the lecturers, HODs, Dean, and Deputy Principal. Lecturers are called in for discussion whenever necessary.

Faculty of Humanities and Education iii) Student Development Fund (revised)

• Upgrade of student labs • Upgrade of FHE Writing Centre • Faculty’s financial support to

student development projects of the DSSD, e.g., CAPS, co-curricular courses (see RR)


iv) A 28 - Memorandum from Head of Department of Agricultural Economics and Extension on Budgetary Requirements

Faculty of Law

v) A 6.1 – Operational Plan Progress Report 2017 for the Faculty of Law

Faculty of Science and Technology vi) Summary reports of SECL (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Medical Sciences

vii) a. All staff members make maximum use of myeLearning while teaching and assessing students’ learning.

b. The Centre for Medical Sciences Education (CMSE) has organized series of workshops on problem-based learning and assessment in medical education for academic staff to enhance their teaching, learning, and assessment skills.

c. The CMSE provides regular feedback to the Schools on students’ performance which helps the School to put necessary intervention in place to maximize students’ learning.

Human Resources Division

viii) The following opportunities are available for staff to support their continuing professional development: • Certificate in University Teaching

and Learning • Study and travel • Sabbatical leave • Scholarly leave • Teaching load rationalization • Institutional visit • Workload policy • Advancement opportunities for

academic staff

Faculty of Medical Sciences vii) a. See RR

b. A 29- List of faculty development

organized by Centre for Medical Sciences education (CMSE) since 2010

c. A 30- Minutes of FMS Sub-committee

on Examinations Human Resources Division

viii) See RR


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Category 4: Preparedness for

Change Recommendations

1. Plan curriculum and programmes, research and services, human resources, placement and promotion of staff, and finances in a holistic manner.

COMPLETED i) The six perspectives of the 2012-2017 Strategic Plan and the corresponding themes, goals, and objectives are linked together in an integrated framework. Each element of this framework is integral to the process of achieving The UWI’s vision and mission. This integrated strategic framework shapes operational planning.

i) A 31 - Strategic Plan 2012-2017 (approved by University Council 27th April 2012) p. 9

2. Develop clearly defined academic and administrative plans.

COMPLETED i) The Campus planning process included the development and roll-out of academic and administrative operational plans.

i) A 4.1 and A 4.2- Faculty and Administrative Departmental Operational Plans

3. Re-establish a Campus-specific Office for Planning and Development so as to strengthen the operations for planning, monitoring, research, and development for the St Augustine Campus.

COMPLETED i) COPIR was established in 2012/13 and subsequently strengthened with additional staff to support the institutional research and planning functions.

i) URL: www.sta.uwi.edu/copir/index.asp

5. Align and integrate the Campus structures, systems, and financial planning processes to a greater extent.

COMPLETED i) A Campus Planning Team comprising senior administrative and academic leaders with responsibility for different thematic areas was constituted. Faculties, led by their Deans, also created their own individual

i) See RR


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE operational plans. Implementation,

monitoring, and review were facilitated by campus retreats involving members of campus senior and extended management.

ii) While a budget was identified to

support the implementation of the strategic plan, subsequent budgetary constraints, imposed by the downturn in the economy, required the Campus to reprioritize the allocation of available financial resources.

ii) Appendices: • A 3.1 Campus Operational Plan

2012-2014 • A 5.1 Campus Operational Plan

2012-2014 Summary Performance Report

• A 5.2 Campus Operational Plan 2014-2017 A Review of Performance (2014-2015,

• A 5.3 Campus Operational Plan 2014-2017 A Review of Performance 2015-2016)

7. Demonstrate to internal

and external stakeholders tangible results from “pro-actioning and reactioning” to change.”

COMPLETED i) COPIR created a rigorous institutional research programme to provide empirical evidence to facilitate proactive change. The outreach to internal and external stakeholders, soliciting their views to inform the development of the strategic plan, also facilitated proactive change. UOPD prepares country briefs to facilitate the process of “pro-actioning and reactioning” to change.”

i) Appendices: • A 32 Findings of Student

Experience Surveys 2016 • A 33.1 2013 Country Brief Trinidad

& Tobago, July 2013 • A 33.2 2013-2014 Country Brief

Trinidad and Tobago, January 2014

• A 33.3 2013-2014 Draft Country Brief Trinidad and Tobago, June 2014

• A 33.4 2015 Draft Country Brief Trinidad and Tobago June 2015

• Power Point Presentation by Mrs.


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Engineering

ii) This is done through the Industry Liaison Committee.


iii) The FST is about to formally launch its Industry Advisory Panel.

Halima Kassim – Looking at International Trends in the Context of the New Strategic Plan 2012-2017 (see RR)

• Future of the Caribbean Forum – Disruptive Thinking, Bold Action, Practical Outcomes by UNDP in partnership with The UWI among other regional and international stakeholders (see RR)


ii) a. A 34 - Industry Liaison Committee (ILC) Minutes of Meeting for Department of Civil & Environmental Engineering, January 26, 2017

b. A 35 - Industry Liaison Committee

(ILC) Minutes of Meeting for Department of Electrical & Computer Engineering, June 2, 2016

c. A 36 - Industry Liaison Committee

(ILC) Minutes of Meeting for Department of Geomatics Engineering and Land Management, April 14, 2016


iii) See RR


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Food and Agriculture

iv) FFA’s resources are strategically allocated to engage with stakeholders to respond to their requests. Of note:

• The Dairy Industry in T&T • The Regional Extension Officers

(CAEPnet) • Repsol

Faculty of Food and Agriculture iv) a. A 37 – Donation Agreement between

Repsol E&P T&T Limited and The UWI for the implementation of the ADOPT (Agriculture Demonstration of Practices & Technology) Project

b. A 38 - CAEPNet Meeting Minutes

Faculty of Law

v) a. A 39 - Notes of 1st Planning Meeting of the Sports Law Workshop

b. A 40 - Emails validating discussions

with stakeholders re Oil & Gas Conference and new Oil & Gas Course (2)

c. A 41 - Email validating collaboration

with stakeholder, GROTT, re Report on Disability Initiatives from the Faculty of Law;

d. A 42 - Emails validating collaboration

with the Law Association of Trinidad and Tobago

e. A 43 - Actions from Faculty of Law

Retreat, held on Friday, January 22, 2016


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE f. A 44 – Email Correspondence with

Ross Cranston on planning of Banking Law Workshop with Leading International Banking Law Attorney and Judge

g. A 45 - Thank you letter from the Equal Opportunities Commission on Training and Open Day and future development of courses with the Courts

8. Develop alternative

funding strategies and sources so as to reduce the uncertainty of incremental funding by governments to service new projects and human resource expansion.

COMPLETED ** See section on Institutional Effectiveness, Category 2, Recommendation 4

** See section on Institutional Effectiveness, Category 2, Recommendation 4


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Category 5: Commitment to

Continuous Improvement Standard 5.1: The institution allocates sufficient time and material, human and financial resources to effectively plan, monitor and evaluate its efforts on a continuous basis. Recommendations

6. Continue and deepen efforts to address administrative and academic service quality.

ONGOING

i) ** See section on Institutional Effectiveness, Category 2, Recommendation 1, (i)

ii) In February 2017, the Campus Finance

and General Purposes Committee (CF&GPC) approved a policy for an integrated quality management system for The UWI to be implemented on every campus. This policy is intended to support the integration of the University’s academic and administrative quality management systems and processes. The implementation of this policy is expected to take place with effect from the first semester of the 2017-2018 academic year.

i) ** See section on Institutional Effectiveness, Category 2, Recommendation 1, (i)

ii) A 46 - The Report of The UWI Task Force on Quality 2016 including The UWI Quality Policy 2016 and the February 2017 minutes of CF&GPC approving the Quality Policy

8. Recruit a Campus Service Quality Coordinator and develop and implement a service quality system to function in tandem with those on other Campuses.

COMPLETED ** See section on Institutional Effectiveness, Category 2, Recommendation 1, (i)

** See section on Institutional Effectiveness, Category 2, Recommendation 1, (i)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 9. Review

communications between the administration and academic departments with regard to key budgeting tools.

ONGOING Campus Bursary i) Every entity receives monthly

statements on expenses compared with the allocated budget. As a result of budget cuts, the Campus Bursary has been having meetings with all units to explain their financial position and recommend areas they could consider for reduction in expenses.

Towards the end of 2016, training programmes were conducted for new HODs and Deans to help them interpret the communication and reports from the Bursary. Open-door meetings are held with staff to facilitate consultations, as required.

Campus Bursary i) See RR

Standard 5.2: The institution conducts environmental scanning and draws on the findings to enhance its effectiveness. Recommendations

3. Include surveys of staff’s perceptions and experience of the work environment in stakeholder surveys conducted by the OP&D.

COMPLETED Human Resources Division i) Employee Engagement Surveys were

conducted by the University Registrar in 2012 and in 2015. In both cases, issues were mainly in the area of the weak alignment between vision, mission, and the actual objectives assigned to employees. Compensation was also a significant issue.

Human Resources Division i) Reports of the Employee Engagement

Surveys (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 4. Inform all stakeholders,

particularly staff and students, of the survey findings and of the action taken to address areas of weakness. A system for the follow-up of action taken on the findings of surveys must be developed and implemented.

ONGOING i) Findings of surveys undertaken by COPIR are presented to Academic Board and have been made available. A formal system for follow-up of action taken on the findings of surveys conducted by COPIR is yet to be developed.

ii) Findings of surveys of students

undertaken by the Quality Assurance Unit (QAU) in the context of academic QA review exercises are at times reflected in the reports of QA review teams. Academic staff are always required to develop and report on the implementation of the recommendations of review teams.

iii) SECL is routinely conducted and findings made available to Deans, HODs and academic staff. A Research Fellow was recruited in CETL to deepen the analysis of SECL findings; however, this staff member has since resigned.

i) A 47 – Sample of Findings of surveys undertaken by COPIR that are presented to Academic Board

ii) A 48 - Reports of the implementation

of recommendations of QA review teams

iii) a. A 49 - SECL Questionnaire

b. Sample copies of SECL forms (see RR)


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carries out short, medium and long term planning consistent with its mission and purpose. Recommendations

1. Provide Heads of Departments with feedback on their submissions relating to the Strategic Plan implementation process.

COMPLETED i) As part of the process of monitoring the progress of implementation of the Campus’s Operational Plan, COPIR, with support from the Campus Registrar, conducted meetings with Deans and HODs, as well as specific administrative/theme leaders to obtain an update of progress made on their individual plans and to provide oral feedback.

i) See RR

2. Scan the external environment on an ongoing basis to inform the planning process in a timely manner.

COMPLETED ** See section on Institutional Effectiveness, Category 4, Recommendation 7, (ii)

** See section on Institutional Effectiveness, Category 4, Recommendation 7, (ii)

Standard 5.4: The institution provides opportunities for its faculty, administrative and other staff to enhance their capabilities. Recommendation

8. Support Heads of Departments in the alignment of departmental goals with the institution’s strategic goals.

COMPLETED ** See section on Institutional Effectiveness, Standard 5.3, Recommendation 1, (i)

** See section on Institutional Effectiveness, Standard 5.3, Recommendation 1, (i)


25


3. Enhancement of Teaching and Learning (12)

Category 3 – Teaching and Learning Standard 3.3: The institution values and promotes effective teaching. Recommendations

5. Create a policy for institution-wide use of feedback to improve student learning.

ONGOING The Office of the Deputy Principal i) Staff-Student Liaison Committees

(SSLCs) are mandated to meet at least once per semester, chaired by a member of academic staff. Issues raised by students are to be addressed and feedback provided to students.

ii) SECL has been in place for over 15 years and is now online.

iii) After one year faculties are required to 1) submit a progress report on their programmes and 2) present this report to the Campus’s Academic Quality Assurance Committee (AQAC) for feedback from members. A summary of the key issues raised and recommendations is then sent on to Academic Board for its information and further discussion, if necessary. Graduate Studies is now represented on AQAC to respond to graduate related issues.

iv) The UWI STA approved in April 2017, a

Quality Policy to facilitate a more holistic approach to quality assurance on both the academic and administrative platforms. This policy

The Office of the Deputy Principal i) A 50 – Memorandum sent to all Deans

and Heads with attached Guidelines on the functioning of Staff/Student Liaison Committees 2015

ii) a. A 51 – Screen Capture of Student Course Evaluation Portal

b. A 52 – Screen Capture of Lecturer

Course Evaluation Login Page

iii) a. A 53 – Sample QAR Follow up Reports b. A 54 – Sample Minutes of AQAC

Meetings c. A 55 - A Sample of Minutes from

Academic Board Meetings

iv) A 46 - The Report of The UWI Task Force on Quality 2016 including The UWI Quality Policy 2016 and the February 2017 minutes of CF&GPC approving the Quality Policy


26

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE provides for the establishment of a Quality Management Steering Committee, which will have oversight of issues related to the quality of academic programmes and administrative issues. Operationalization will begin in the new academic year.

v) In May 2017, Director of CETL, St

Augustine, presented to BUS a report on a Review of the University of York's Feedback Framework that could serve as a benchmark for The UWI in developing a policy for institution-wide use of feedback to improve student learning and the student experience.

v) A 56 - Report of Director CETL, St Augustine on a Review of the University of York's Feedback Framework

6. Improve the tutorial system by ensuring smaller and more effective tutorial groups.

COMPLETED i) Faculties have reduced the size of tutorial groups and increased the number of tutorials to improve their effectiveness. For example, the Faculty of Humanities and Education (FHE), FOL, and FFA have all limited the sizes of tutorial groups within their faculty.


ii) In the FSS, efforts have been made to reduce part-time staff and tutors by utilizing a number of staff at the Instructor level. Many of the Instructors are pursuing PhDs in specialized subject areas. These positions are

i) See RR


ii) See RR


27

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE advertised and interviews conducted. There are reviews of teaching and tutorial methodologies. Marking and setting of examination question papers are usually ‘first’ marked by lecturers within the department.


iii) Limiting the size of tutorial groups (Department of History - 10, DCFA - 15, CLL - 20 and LCCS - 20)


iv) The FFA has instituted measures via implementation of: • increased number of tutorials • smaller classes • dedicated tutors (paid stipend) • active Student Academic

Mentorship Programme (SAMP) • motivational Talks in Semester One

Faculty of Law

v) In the FOL, the tutorial involves a smaller group of students, which is guided by a tutor and is the space that aims at developing self-analysis. The tutors include lecturers, but many are part-time staff who are practicing attorneys-at-law specializing in the practice of the relevant subject areas


iii) See RR


iv) A 57 - Faculty of Food and Agriculture Actions to Improve Student Learning

Faculty of Law

v) A 58 - Notes of a FOL Staff Retreat held February 2nd and 3rd, 2017


28

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE being taught by the faculty. Tutors are a key component of the course delivery machinery of the faculty.

The tutorial is also the primary method in the LLB programme, whereby students receive feedback and guidance on their academic preparation and state of readiness for formal assessment. Tutorials are contingent on student preparation and attendance, and when either of these factors is negatively affected, the success of this method of course delivery is stymied.

The efficacy of the tutorial system has been a constant source of debate and inquiry in the faculty; a discussion that involves the active participation of students. The faculty plans to implement a system to assess part-time tutors and adjuncts directly, since The UWI assessment tool does not adequately address part-time staff.


vi) The quality of teaching is used in the FST’s assessment and promotion of teaching staff, as guided by Ordinance 8.


vi) Minutes of Faculty Assessment and Promotions Committee meetings (see RR)


29

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Medical Sciences

vii) The FMS uses problem-based learning, which involves small group learning.

Faculty of Medical Sciences vii) See RR

7. Strengthen the mentorship programme by:

b. providing incentives for student and staff participation and staff recognition.

COMPLETED i) A mentorship programme for staff is implemented under the Office of the Director, Human Resources Division. A number of senior staff were trained in coaching and mentoring. Coaches and mentors are assigned to the persons who express interest in coaching and mentoring. Lists of coaches, and mentors and mentees are available.

ii) A Peer Pairing Programme for students

was implemented by the Student Life and Development Department (SLDD).

iii) The Alumni Affairs Office implements an e-mentorship programme for students.

i) a. A 59 – List of Coaches

b. A 60 – List of Mentors and Mentees

ii) a. A 61 – Peer Peering Programme offered by the Student Life and Development Department (SLDD)

b. A 62 – Application Form for Peer

Peering Programme offered by the Student Life and Development Department (SLDD)

iii) URL: www.uwiaatt.org/index.php/news-events/mentorship-programme


30

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Standard 3.4: Programmes

and courses are designed with mechanisms and/or procedures for the assessment of student learning outcomes. Recommendations

3. Establish mechanisms for evaluating teaching.

COMPLETED i) CETL routinely conducts SECL workshops, and findings are made available to Deans, HODs and academic staff on an ongoing basis.

i) a. A 49 - Copy of SECL Questionnaire b. A 63 - SECL Booklet - September 2014 c. A 64 - Sample Workshop Evaluation

Form

5. Mandate all faculties/departments to utilise a wider range of assessment methods.

ONGOING i) a. Assessment methods are part of the Certificate in University Teaching and Learning (CUTL) programme and are taught each year.

b. Targeted face-to-face assessment

methods workshops are offered.

c. Reviews of course outlines and programmes are undertaken.

i) a. A 65 - CUTL 5104 Assessment in Higher Education CULT 5104 Course Guide, October 2016

b. A 26 – List of face-to-face assessment

methods workshops (provided in Chapter 5 of the SSR 2017)

c. A 66 – Sample course outlines d. A 67 - Example of a programme

proposal (provided in Chapter 5 of the SSR 2017)

6. Encourage lecturers to

attend IDU workshops where they develop skills in using different assessment methods to advance student learning.

ONGOING i) New members of academic staff are contractually obligated to complete the CUTL programme within the first three years of their tenure at The University.

i) a. Sample contract for new members of academic staff

b. Documented staff participation in programmes in CETL evidence

c. Sample notices sent out by CETL through M&C inviting academic staff to participate in various training activities


31

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Social Sciences

ii) Performance appraisals are conducted by HODs at the start of the new academic year. The HODs can recommend an appropriate training course where an area of weakness has been identified.


iii) a. DCFA: Among the 14 full-time members, at least three staff members have listed participation in the CETL programmes.

b. CLL: Each full-time staff member does at

least one training course per year. Faculty of Food and Agriculture iv) FFA staff have been encouraged to

participate, and several members of staff have participated. However, older staff do not participate to any large extent in these sessions.

Faculty of Law v) The teaching and learning of law has been

guided by senior experienced academic staff, some with more than 20 years teaching experience. The many young lecturers have greatly benefitted from the

Faculty of Social Sciences ii) Information not currently available


iii) See RR


iv) See RR

Faculty of Law

v) See RR


32

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE CUTL offered by CETL. To date, five members of staff have successfully completed this programme and benefitted from professional guidance on teaching styles, managing the learning process, and effective assessment methodology. The CUTL programme also enables lecturers in law to benefit from teaching styles and methods from faculties across the campus. This intra-department and cross-campus contact is essential for the modernization of the teaching methodology of law.

7. Institute mechanisms to assess and address the remedial needs of students at the point of the first Banner warning.

Priority initiative in the new Strategic Plan 2017-2022

i) Currently, the HOD brings at-risk students to the attention of the Deputy Dean, Student Matters. In the Strategic Plan 2017-2022, a bridging system for integrating academic and non-academic support for at-risk students will be established.

i) - The UWI STA Core Strategic Priority Areas, vii, p 1 (see RR)

8. Consider offering students who have been required to withdraw remedial programmes and academic advising prior to their re-entry into the system.

ONGOING i) **See Enhancement of Teaching and Learning, Standard 3.4, Recommendation 7, (i)

ii) A proposal for restructuring the

Academic Advising programme on the Campus was approved by Academic Board, and a Campus Academic Advising Committee was formed to discuss policies and plans that are being implemented. Academic advising

i) **See Enhancement of Teaching and Learning, Standard 3.4, Recommendation 7, (i)

ii) a. A 68 - Proposal for Restructuring of

Academic Advising at The University of the West Indies, St Augustine Campus - April 15, 2013

b. A 69 - Minutes Campus Academic Advising Committee Meeting


33

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE includes advice and information, but goes beyond registration and course selection.

Student Life and Development Department

iii) The SLDD continues to work very closely with the staff of the Alma Jordan Library (AJL). An audit of the library was held February 4, 2016 as a result of meetings that were held between staff of SLDD and the AJL.

This audit formed part of the mandate of the Campus Libraries to provide a high level of service to students, irrespective of their disabilities. To this end, four registered students with different disabilities agreed to participate. As a result of the activity, the Library has in fact made a number of key changes to the physical environment to make it more accessible (as well as made improvements in how students access their service (more student-friendly).

A training session, facilitated by Dr Huggins, Manager and Dr Marge Terhaar-Yonkers, Fulbright Scholar, was held March 2, 2016 entitled “Dealing with the Differently-Abled.” The emphasis was placed on the softer skills of interactions with students with disabilities, and heightened awareness

December2016

Student Life and Development Department iii) a. A 70 – Information on Library Audit

Report (February 4, 2016)

b. A 71 – PowerPoint presentation and evaluation statement and questionnaire on training session held on March 2nd 2016 entitled “Supporting Students with Disabilities in the Library

c. A 72 - Copy of letter sent to Campus Librarian informing him of the selection of the Alma Jordan Library for the recognition award

d. A 73 - Copy of thank you letter from

Campus Librarian


34

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE and understanding of the needs of these students in the provision of an effective and efficient service.

The AJL continues to provide access to rooms as exam venues for students sitting exams with special accommodations for mid-terms and final exams.

In January 2016, the management and staff of the AJL were presented with an award in recognition of their service to students with disabilities and their support of the work of the SLDD. This event was one of the activities in celebration of our students for International Day for Persons with Disabilities 3 December, 2015.

The Office of the Deputy Principal

iv) Two academic advising surveys were conducted.


iv) a. A 74 – Report on Academic Advising at The University of the West Indies, St Augustine Campus: Feedback from Undergraduates

b. A 75 - Report on Feedback from

Participants Academic Advising Workshop


35

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Standard 3.5: The institution’s

resources support student learning and effective teaching. Recommendation

3. Mandate faculties/ departments to: a. devise clearly

articulated and documented processes for assigning staff to the teaching function …

ONGOING

i) An initial study was undertaken to determine academic workloads among faculty teaching staff. The study, including recommendations, was shared with academic heads so that an academic workload system could be implemented based on the research.

ii) Faculties have documented processes

for assigning staff to the teaching function. In the case of the Faculty of Social Sciences the workload agreement is 5 courses per lecturer per academic year. In the Faculty of Science and Technology, clear guidelines have been established. All academic staff are assigned a load of three credits for administrative duties, supervision of students, and serving on committees. Lecturers are expected to have 12 credits of teaching spread across both semesters. HODs and DDs are assigned a reduced teaching load of six credits and instructors are assigned 18 credits across both semesters.

i) A 76 – Discussion Paper on the Implementation of the University Differential Workload Policy and Recommendations for the Management of Faculty Academic Workloads

ii) Faculty of Engineering b. A 77 - Semester Faculty Teaching

Activity Report 2016/2016-Department of Civil and Environmental Engineering

c. A 78- Teaching Load Summary- 2016-

2017 – Department of Geomatics Engineering and Land Management 2016-2017

d. A 79 - Semester Faculty Teaching

Activity Report 2016/2016-Department of Chemical Engineering


e. See RR Faculty of Humanities and Education

f. A 80 – Workloads 2015/2016 for the Department of History


36


Faculty of Food and Agriculture g. A 81 – Example of Teaching Load for

Academic Year 2016/2017 for the Department of Agricultural Economics & Extension

Faculty of Law

h. A 23: Faculty of Law Staff Workload Policy Faculty of Science and Technology

i. See RR

3. Mandate faculties / departments to:

b. provide training to adequately prepare lecturers to teach course(s) assigned.

COMPLETED i) CETL continued to offer training and facilitation sessions to staff in order to encourage the preparation and delivery of more flexible curricula to include blended learning workshops and blended leaning clinics. The following activities were accomplished: • 18 workshops on myeLearning • 63 (60 mins) clinics • Five ad hoc courses conducted • 27 individuals completed CUTL • 22 courses concentrating on the

integration of learning technologies into the learning environment

i) a. A 5.1 - Campus Operational Plan 2012-2014 Summary Performance Report, p.11.

b. A 5.3 - The University of the West

Indies, St Augustine Campus, Campus Operational Plan 2014-2017, A Review of Performance 2015-2016, p. 14


37

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Category 4: Preparedness for

Change Recommendation

9. Introduce a compulsory foreign language requirement, which would emphasise the commitment of the St Augustine Campus to internationalisation and graduate employability.

DEFERRED, pending the development of a University policy which is currently being considered.

i) In the context of the 2017-2022 Strategic Plan, discussions on curriculum review integrate the inclusion of a compulsory foreign language course, among others, to support internationalization and enhance graduate employability.

i) A 82- The University of the West Indies Strategic Plan 2017-2022

Category 5: Commitment to Continuous Improvement Standard 5.2: The institution conducts environmental scanning and draws on the findings to enhance its effectiveness. Recommendation

1. Explore ways of increasing student participation in the World of Work, and promoting and embedding into more degree programmes: • sandwich type

programmes, such

COMPLETED i) Internship programmes and other opportunities for students to gain practical experience exist in several programmes, for example: • Human Nutrition, Department of

Agricultural Economics and Extension

• Food Production • Pharmacy • Social Work • Dentistry • Computer Science and Information

Technology • Electrical & Computer Engineering • Civil Engineering • Chemistry • Biomedical Technology • Computer Science

i) a. Community service learning programme as a best practice case (see RR)


b. A 83 - Department of Geomatics Engineering and Land Management, Professional Internship Regulations


c. The Social Work Unit, Department of Behavioural Sciences has a year-long practicum for all students enrolled in this programme (see RR)


38

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE as the ones in the Faculty of Engineering; and

• student

assistantships to second language countries, as occurs in the French and Spanish degree programmes.

**See also Enhancement of Teaching and Learning,

Category 4, Recommendation 9, (i) Faculty of Humanities and Education

ii) a. The faculty has expanded the opportunities for student assistantships to secondary language countries. Internship programmes have been developed, e.g., History and National Archives. This is about to be extended to the National Museum.

b. DCFA: In the Music Unit, students

participate in panyard projects as players and mentors. Music Therapy students have limited internships at geriatric homes. The Visual Arts Unit has a continuing association in the ‘Read to Rise’ project at Guayaguayare.


iii) Internship programmes and other opportunities for students to gain practical experience exist in several programmes, for example: • Human Nutrition, Department of

Agricultural Economics and Extension

• Food Production


ii) See RR


iii) A 84 – Internship Programmes offered in the Faculty of Food and Agriculture


39

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Law

iv) The FOL’s Legislative Drafting programme in the LLM has an internship component. However, given that the faculty’s LLM programme only commenced in Semester II, 2014/2015 and specifically the LLM in Legislative Drafting was only offered with effect from semester I, 2016-2017, the internship component of the programme has not yet ‘kicked-in.’ However, the faculty is in the process of organizing same.

Faculty of Law iv) FOL PG Regulations and Syllabus

2016/2017 (see RR)

4. Enhancement of Teaching and Learning: Academic Advising (6)

Category 3 – Teaching and Learning Standard 3.2: The institution clearly specifies and publishes educational programmes, and the objectives and entry requirements for each programme. Recommendations

4. Streamline guidelines for academic advising for the benefit of staff and students.

ONGOING **See Enhancement of Teaching and Learning, Standard 3.4, Recommendation 8, (ii)

**See Enhancement of Teaching and Learning, Standard 3.4, Recommendation 8, (ii)

5. Make information relevant to academic advising easily accessible.




40

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 6. Train staff to engage in

the academic advising process.



7. Hold academic staff accountable for adhering to office hours posted.



Standard 3.3: The institution values and promotes effective teaching. Recommendation

11. Include co-curricular programme information in academic advising.



Category 5: Commitment to Continuous Improvement Standard 5.1: The institution allocates sufficient time and material, human and financial resources to effectively plan, monitor and evaluate its efforts on a continuous basis. Recommendation

7. Continue and deepen efforts to strengthen Academic Advising.




41


5. Quality Assurance: Student Feedback (9)

Category 2: Governance and Administration Recommendation

6. Ensure the widespread establishment and effective functioning of the Staff/Student Liaison Committees and that mechanisms are in place for providing students with feedback on their input in the decision making process.

ONGOING The Office of the Deputy Principal i) Guidelines for the functioning of SSLCs

have been developed and approved by AQAC and Academic Board. SSLCs have been established and have been functioning in all faculties on an ongoing basis.

Faculty of Social Sciences ii) Students from the FSS receive feedback

via a Student Representative who sits on the FSS Board, as well as through Facebook.


iii) SSLCs are working well in the FFA.


iv) Each department holds at least two SSLC meetings per semester. Minutes are submitted to Faculty and Academic Boards. The FST has also established postgraduate SSLCs and meetings are held at least once per semester.

The Office of the Deputy Principal i) a. A 50 – Memorandum sent to all Deans

and Heads with attached Guidelines of the functioning of Staff/Student Liaison Committees 2015

b. A 85 and A 86 -Sample Minutes of Staff/Student Liaison Committees

Faculty of Social Sciences ii) See RR


iii) a. A 85 – Department of Geography – Minutes of Staff/Student Liaison Committee Meetings for Semester 1, 2016/2017

b. A 86 - Department of Food Production

- Academic Year 2016/2017 Semester 1, Minutes of Staff/Student Liaison Committee Meeting


iv) See RR


42

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Category 3 – Teaching and

Learning Standard 3.3: The institution values and promotes effective teaching. Recommendations

2. Train Heads of Departments to: a. use feedback for

programme planning and to improve practice

ONGOING Centre for Excellence in Teaching and Learning i) A SECL booklet was created to guide

HODs in the reviewing of the SECL reports. Booklets are sent to new departments each academic year and a revision of the booklet is planned for the 2017-2018 academic year.

Centre for Excellence in Teaching and Learning i) A 63 - SECL Booklet - September 2014

4. Train teachers to use feedback from students to adjust teaching during a course.

ONGOING Centre for Excellence in Teaching and Learning i) This is taught to CUTL participants in

CUTL 5207. This is included as part of the preparation workshop for the Teaching Awards.

Centre for Excellence in Teaching and Learning i) a. A 87 - CUTL 5207: Course Outline

Reflective Teaching for Learning Revised January 2016

b. A 88 - The Teaching Dossier PowerPoint Presentation

8. Require all faculties to institute Staff/Student Liaison Committees.

ONGOING ** See Quality Assurance, Student Feedback, Category 2, Recommendation 6, (i)

** See Quality Assurance, Student Feedback, Category 2, Recommendation 6, (i)


43

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 9. Strengthen the

Staff/Student Liaison Committee and clarify its role in: a. providing feedback

on teaching effectiveness; and



b. promoting student/lecturer relationship.



Standard 3.4: Programmes and courses are designed with mechanisms and/or procedures for the assessment of student learning outcomes. Recommendations

2. Revise the system of student evaluation of teaching.

Information not currently available

i) Information not currently available


4. Publish reports of actions taken as a result of student evaluation to provide stakeholders with feedback.

INITIATED Centre for Excellence in Teaching and Learning i) A report was prepared on the

University of York in September 2016. A presentation to the Board for Undergraduate Studies (BUS) is scheduled for May 29, 2017.

Centre for Excellence in Teaching and Learning i) A 56 - Review of the University of

York’s Feedback Framework - An Initial Report Submitted at the Request of the Chair of BUS, February 2017


44


Continuous Improvement Standard 5.2: The institution conducts environmental scanning and draws on the findings to enhance its effectiveness. Recommendation

2. Develop departmental mechanisms for the wide circulation to all students of information on action taken in relation to their concerns raised at meetings of the Staff/Student Liaison Committee.

ONGOING Faculty of Food and Agriculture i) This is not done at the FFA.


ii) Student Representative invited to Faculty Board where the Minutes and Actions are tabled and discussed.

Faculty of Law iii) In accordance with The UWI Statutes &

Ordinances, students are members of Faculty Boards. At the FOL, the President of the Law Society, together with the Student Class Year Representatives, are invited to and fully participate in Faculty Board proceedings. As such, students are presented with additional opportunities to voice their concerns and, subsequently, feedback on definitive action from faculty is provided to students in that forum.

It should be noted, though, that student concerns and faculty’s actions have been treated with informally and are therefore largely undocumented at the FOL. The FOL recently conducted in its first QA review exercise and we were able to appreciate the importance of comprehensive documentation of our processes and actions.

Faculty of Food and Agriculture i) Information not currently available


ii) Faculty Board Meeting Minutes (See RR)

Faculty of Law

iii) A 89 - Extracts from Faculty Board Meetings, June 9, 2015


45

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Faculty of Science and Technology

iv) Regular SSLC meetings are held. Minutes of these meetings are circulated and decisions taken are recorded.


v) The FMS invites student representatives to all the Faculty Board meetings where their concerns are heard, and necessary decisions are taken to address the problems. The faculty also has SSLCs, which meet regularly and discuss the problems of students and, accordingly, necessary decisions are taken.

Faculty of Science and Technology iv) See RR


v) A 90 - Minutes of A Meeting of the Staff/Student Liaison Committee FMS Held On Thursday 12th March, 2015

6. Quality Assurance: Other Processes and Procedures (14)

Category 2: Governance and Administration Recommendations

2. Develop a handbook to be used as a guide or reference book by external stakeholders who are members of the Campus’s governance bodies.

NO ACTION TAKEN

i) The Office of the Campus Registrar provides the Terms of Reference of Campus Council to each new Council Member.

i) A 91 - The Terms of Reference of the Campus Council


46

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 3. Ensure the timely

revision of documents, policies, and procedures in light of decisions made at University meetings to inform staff, students, and relevant stakeholders of changes.

Initial phase completed.

Office of the Campus Registrar i) The Office of the Campus Registrar

established a policy development framework by which all policies are to be developed, reviewed, and changed. Phase One, a draft protocol for policy development, has been created.

This draft framework is yet to undergo full review by Campus stakeholders. It had been previously shared with the Legal Unit at the University Centre for their comment before dissemination at the campus level, but received no feedback. This Campus Legal Office is therefore proceeding with review and consultation.

Office of the Campus Registrar i) A 92 – Draft Proposed Policy

Development Framework for The University of the West Indies

Category 3 – Teaching and Learning Standard 3.1: The institution has set mechanisms and/or procedures to undertake academic planning and evaluation of educational programme objectives. Recommendations

1. Prepare, and share from the outset, a step-by-step guide to outline procedures for developing and

NOT STARTED Centre for Excellence in Teaching and Learning i) A UWI policy from BUS and the Board

for Graduate Studies and Research (BGSR) has existed since 1998. A flow chart has been developed illustrating the process and to assist faculties in developing or revising programme proposals including programme objectives. However, no schedule has been developed as outlined in the recommendation; individual faculty or teaching staff submit when their outlines have been approved by their curriculum committees and faculty boards.

Centre for Excellence in Teaching and Learning i) A 93 - AQAC Documents to be used in

the Development and Approval of New Academic Course/Programme Proposals 2015


47

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE amending courses within a schedule for the start of an academic year.

2. Utilise a strategic approach to academic planning to ensure that the institution’s standards, including programme coherence and relevance, are retained after course amendments or additions.

ONGOING Centre for Excellence in Teaching and Learning i) CETL and AQAC perform a QA function

in relation to academic planning.

Academic planning at the Campus begins with the creation of the Campus’s Operational Plan (COPIR, 2015), which is based upon the University Strategic Plan. The current University Strategic Plan 2012-2017 (The University Office of Planning and Development [UOPD], 2012) outlines six perspectives that are closely linked, and form an integrated framework that guides the completion of activities and operations of the University. Teaching and learning is highlighted in this plan through the perspective ‘Teaching, Learning and Student Development,’ concentrating on academic quality, student engagement, and distance learning (UOPD, 2012, p. 10). Evidence is provided in the Campus’s Operational Plan Progress Report (COPIR, 2014) that a consultative process was used in determining the current Campus and Faculty Operational Plans. As indicated in the guidelines for the implementation of

Centre for Excellence in Teaching and Learning i) A 93 - AQAC Documents to be used in

the Development and Approval of New Academic Course/ Programme Proposals 2015


48

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE the current University Strategic Plan and confirmed by each faculty (Faculty Administrative Assistants, 2016), the development of a faculty’s Operational Plan is a collaborative process allowing all associated Campus employees the opportunity to contribute to the overall planning process.

3. Document all course

development and approval procedures in Quality Manuals to ensure compliance.

ONGOING i) To ensure documentation of quality management processes and procedures, several departments have developed Quality Manuals, such as the Department of Food Production; Department of Agricultural Economics and Extension, the Department of Electrical and Computer Engineering, the FSS, and the QAU.

i) a. A 94 - Excerpts from Departmental Quality Manuals

b. Sample copies of manuals (see RR)

4. Maintain programme coherence following course amendments or additions.

ONGOING i) Each department is required to maintain their programmes according to their approved programme proposals and course outlines. When a change occurs, the HODs are responsible for ensuring that the changes go through the QA process (as outlined in Chapter 5). CETL would then review the changes and make recommendations. As an additional measure of maintaining programme coherence, departments such as the Department of Electrical and Computer Engineering undertake an internal

i) a. A 95 – CETL Course Approvals which include: • Department of Geography • Faculty of Science and Technology

- FSTF 3000-Business of Science • Faculty of Engineering – ENGR

3002 • Department of Political Science –

GOVT 1006 • Faculty of Social Sciences- Math

2271 • Department of Management

Studies - PhD Business Administration & SOCI 1002


49

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE process review.

• School of Veterinary Medicine

b. A 96 –Accreditation Visit Report and Action Plan, Report on the visit to Department of Electrical and Computer Engineering, University of the West Indies at St Augustine

c. A 63 - SECL Booklet - September 2014

Standard 3.4: Programmes

and courses are designed with mechanisms and/or procedures for the assessment of student learning outcomes. Recommendation

1. Include in Quality Manuals: a. statements and

guidelines on the quality characteristics of assessment; and

COMPLETED **See Quality Assurance: Other Processes and Procedures, Category 3, Recommendation 3, (i)

**See Quality Assurance: Other Processes and Procedures, Category 3, Recommendation 3, (i)

b. procedures for ensuring validity and reliability of assessment methods.

COMPLETED **See Quality Assurance: Other Processes and Procedures, Category 3, Recommendation 3, (i)

**See Quality Assurance: Other Processes and Procedures, Category 3, Recommendation 3, (i)


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Continuous Improvement Standard 5.1: The institution allocates sufficient time and material, human and financial resources to effectively plan, monitor and evaluate its efforts on a continuous basis. Recommendations

1. Review the concept of the Campus’s Quality Management System for greater synergy among its various components and to better support change from within the Campus. This must include benchmarking administrative support systems with best practices elsewhere, and developing performance indicators based on efficiency, effectiveness, and customer satisfaction.

Initial phase completed.

**See Institutional Effectiveness, Category 5, Standard 5.1, Recommendation 6, (ii)

**See Institutional Effectiveness, Category 5, Standard 5.1, Recommendation 6, (ii)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 2. Review the

requirements of staff and time for effective functioning of the system of second examiners.

NO ACTION TAKEN

i) A total review is required. While the Second Examiner signs question papers, there is minimal consultation/ evidence of participation and/or involvement in the reviewing of marking of scripts and consultation in the setting of the question paper.


3. Require External Examiners to undergo an onsite induction and orientation programme, in their first year of appointment, which would acquaint them with all aspects of the department’s activities. This should be the case especially where external examiners are from the USA where there is no established culture of external examining. This would enable them to report far more authoritatively on the department’s degrees and the student cohort’s performance, and would also provide an opportunity (through more informal contacts

NO ACTION TAKEN

i) This has decreased considerably due to financial constraints. In the FMS, external examiners visit at the end of exam sessions and participate in the marking process.

In the Faculties of Engineering and Science and Technology, external examiners visit once every two to three years. External examiners are used in the Faculties of Medical Sciences, Engineering, and Science and Technology to some extent.



52

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE during the visit) for the department to discuss its strategic agenda and developmental issues.

4. Allocate resources to ensure a more effective system for marking larger numbers of examination scripts arising from the growth in enrolment.

ONGOING i) Table marking has been used in some classes with large student numbers, such as in the FHE.

i) a. A 97 – BUS P. 4 2008/2009, Status of Foundation Course Review and Change Implementation, September 2008, p.4

b. A 98 - Foun1101 Caribbean

Civilisation Course Report II, December 2004 - December 2006, p. 7

c. A 99 - English Language Foundation

Unit, Table Marking - Package Allocation, Semester 2: 2016/2017

5. Establish a realistic

schedule of examinations that is not unduly onerous for the student and which preserves the integrity of effective teaching and learning and of the examination process.

NO ACTION TAKEN

i) There has been ongoing discussion on the issue. The previous PVC held discussions with faculties and the Registry, and cognizant of the large number of final exams, special constraints, etc., had mandated that faculties explore the use of various modes of assessment to eliminate candidates having a large number of final examinations. An increase in assessment by 100% coursework was recommended for more courses in each faculty. This, however, has not materialized.



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conducts environmental scanning and draws on the findings to enhance its effectiveness. Recommendation

4. Increase the lead time for the preparation of the Quality Assurance Self-Study Report for programme review to one full academic year in order to allow more time for the preparation of the Report.

COMPLETED i) The QAU has worked to increase the lead time.

i) A 100 - QAU Report on Time Elapsed Between Quality Evaluations and Quality Assurance Reviews

7. Human Resource Management (18)

Category 2: Governance and Administration Recommendation

5. Develop a coherent orientation programme that provides all [new] staff with an understanding of the operations, facilities, services and general activities of The UWI and the Campus in particular.

COMPLETED i) For new academic and senior administrative staff, the orientation process involves interactive discussions on staff rules; university life; expectations of staff performance, with specific emphasis on Ordinance 8; procedures for performance assessment; university ethical code of conduct; and financial benefits and procedures.

i) Orientation package for new academic and senior administrative staff (URL: https://intranet.sauwi.uwi.tt


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Category 3 – Teaching and

Learning Standard 3.3: The institution values and promotes effective teaching. Recommendations

2. Train Heads of Departments to:

b. provide guidance to staff and recommend means of improving practice;

ONGOING

i) A succession planning programme has been introduced and is currently being executed.

ii) A Future Leaders Programme (FLP) was introduced as a formal coaching and mentorship programme. Staff development facilitated by the FLP resulted in 100% internal hires.

iii) A training plan has been developed,

informed by the data from the review of the Performance Management System, and is being implemented.

iv) Training for leaders started in

September 2013 and continued July 2015. Leadership and Management Training continues for HODs and progressed significantly with more than 95% leaders/heads trained. CETL, Office of Graduate Studies and Research and the QAU collaborated in the conduct of training for supervisors of research students.

i) A 5.2 - The University of the West Indies St Augustine Campus, Campus Operational Plan 2014-2017 A Review of Performance 2014/2015

ii) See RR

iii) See RR

iv) See RR

c. arrange with the IDU and other providers for relevant training for all staff;

ONGOING

**See Enhancement of Teaching and Learning, Category 3, Standard 3.5, Recommendation 3 b (ii).

**See Enhancement of Teaching and Learning, Category 3, Standard 3.5, Recommendation 3 b (ii).


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE e. assess/appraise staff;

ONGOING i) A training plan has been developed,

informed by the data from the review of the Performance Management System, and is being implemented.

i) Training plans from the review of the Performance Management System (see RR)

f. address the concerns of academic staff and their bargaining unit regarding policies designed to promote effective teaching.

ONGOING i) Meetings are held with the union of academic staff at which issues are addressed.

i) Minutes of meetings with WIGUT (see RR)

3. Encourage departments to:

a. use institutional provisions to reward teaching excellence;

ONGOING

Faculty of Engineering i) Vice-Chancellor’s Departmental Award

for Excellence – Department of Electrical Engineering - Most Productive Research Department; Research Award (UWI/NGC) – Department of Mechanical Engineering


ii) Utilize Guardian Life Teaching Awards - VC Awards


iii) The FHE Assessment and Promotions Committee has designed a detailed rubric that seeks to reward teaching as well as research. The rubric lists multiple performance indicators and categories of supporting evidence

Faculty of Engineering i) See RR


ii) See RR Faculty of Humanities and Education

iii) Copy of the FHE Assessment and Promotions Rubric and the revised BFHE 60 (see RR)


56


related to teaching experience, effectiveness, and initiatives.


iv) This is not done at the FFA


v) The FST values effective teaching and a teaching award has been established for “Most Outstanding Teacher,” which is awarded on an annual basis.


iv) See RR


v) Information on the teaching award, annual prizes and awards ceremony(see RR)

b. establish strategies to promote and recognise teaching initiatives.

ONGOING i) The UWI /Guardian Group Premium Teaching Awards

** See also Human Resource Management,

Category 3, Recommendation 3, (i) and (ii)

i) URL: https://sta.uwi.edu/cetl/wshops_events/events/guidelines/documents/2016GuidelinesforTheUWI-GuardianGroupPremiumTeachingAward.pdf

7. Strengthen the mentorship programme by:

a. ensuring its effective coordination and monitoring

ONGOING

i) A senior staff member of the Human Resources Division coordinates and monitors the implementation of the campus mentorship programme for staff. Staff identified to participate in the mentorship programme are exposed to an orientation session and online training in the field of mentorship for a period of one month. Mentors and mentees agree on a regular schedule of meetings for a calendar year and objectives to be achieved by the mentee.

i) a. A 101 – Coaching Agreement

b. A 102 – List of Coaching Participants 2016- 2017

c. A 59 – List of Coaches

d. A 60 - List of Mentors and Mentees


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The Human Resources Division also implements a coaching programme for staff in support of the transferring of skills and competencies. Staff involved in the coaching programme are also exposed to relevant training.

A number of senior staff were trained in coaching and mentoring, and coaches and mentors are assigned to the persons who expressed interest in coaching and mentoring. Lists of coaches, mentors and mentees are available.

b. providing

incentives for student and staff participation and staff recognition.

NO ACTION TAKEN

i) Participation is voluntary for staff and no incentives are provided.


10. Attract and hire adequate staff.

COMPLETED i) The Human Resources Division has developed an employee competency framework to inform recruitment, talent management, training, promotion, compensation, and succession planning. Competencies are included in job advertisements, competency screening questions are part of the o line screening process, and competency-based interviews are conducted. • In the 2015-2016 academic year,

i) a. A 103 - The employee competency framework

b. A 5.3 -The University of the West Indies St Augustine Campus, Campus Operational Plan 2014-2017, A Review of Performance 2015/2016


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE the competency architecture was applied to some extent in recruitment and the interview process for Academic, Senior Administrative, and Professional (ASAP) and ATS staff categories. There was only a 30% roll out of the process. It was also applied to the succession planning process for ASAP and ATS categories where there was 40% roll out. The roll out of all positions in competency development and succession planning was deferred to 2016-2017 due to limited resources and intervening priorities.

• E-recruit is being used for 100% of permanent ATS staff and 100% temporary academic staff. It is however still to be used for temporary ATS staff and permanent academic staff. It was expected that by 2016-2017, there would be 100% implementation.


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE Standard 3.5: The institution’s

resources support student learning and effective teaching. Recommendation

1. Assess faculty needs and provide resources commensurate with identified needs

ONGOING i) A recommendation to create a method for assessing faculty needs was part of the CETL’s programme review conducted in February 2016. CETL plans to address this in two ways: 1) a CETL Steering Committee made up of a member from each faculty will be established during the 2016-2017 academic year, and 2) a needs assessment using the survey format from CETL-Cave Hill will be sent to faculty during the 2016-2017 academic year. Both of these initiatives will be used to develop ongoing professional development activities for teaching staff.

i) a. A 64 - Sample Workshop Evaluation Form

b. CETL-QA Report Action Plan (see RR)

Standard 5.4: The institution provides opportunities for its faculty, administrative and other staff to enhance their capabilities. Recommendations

1. Ensure that staff training and development are more closely aligned with the strategic goals of the organisation. Such strategic alignment would enable the institution to determine whether resources,

COMPLETED

i) The Strategic Plan 2012-2017 includes a perspective on Employee Engagement and Development. It recognizes that staff performance is critical to the realization of its vision and mission. Training developed and delivered is aligned to needs identified in the performance appraisals of staff.

** See also Human Resource Management, Category 3, Standard 3.3, Recommendation 10, (i).

** See also Human Resource Management,

Category 3, Standard 3.3, Recommendation 2e, (i)

i) A 31 The UWI Strategic Plan 2012-2017


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE including time, are effectively and efficiently utilised for the conduct of (a) consistent and timely appraisals of all levels of staff, and (b) evaluation of general application of training in the workplace.

2. Develop a centralised, strategic campus-wide training plan based on capabilities and competencies, which maps and compiles, for each employee, priority training needs with expected outcomes and time frames.

NO ACTION TAKEN

i) Owing to financial and human resources available, training is developed based on needs identified in the appraisals and assessment of staff.


3. Develop mechanisms to consistently and equitably assess the effectiveness of staff performance and training.

ONGOING i) A good performance management system and process exists for ASAP staff. A draft performance management system has been developed for the ATS staff and will be discussed with the union.

i) A 104 – Guidelines for the Successful Completion of the Performance Review and Development Plan


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 4. Ensure the

maximisation of existing opportunities by staff to continuously enhance their capabilities.

ONGOING i) ATS staff are given every opportunity for staff development within the limits of available financial resources. ASAP staff are allowed to utilize their study and travel grant for their development.

i) A 105 – Learning and Development Programmes for Staff 2016-2017 – Human Resource Division

5. Develop greater campus-wide consistency in the monitoring and appraisal of staff performance in order to realise optimum enhancement of the quality of the workforce.

ONGOING ** See also Human Resource Management, Category 3, Standard 3.3, Recommendation 2e, (i)

** See also Human Resource Management, Category 3, Standard 3.3, Recommendation 2e, (i)

6. Develop an appraisal protocol, as a guide to Heads of Departments, on the appraisal process, and support them in the identification of adequate and meaningful opportunities for staff training and development.

ONGOING i) An appraisal protocol exists and is available on the Campus intranet.

i) A 106 – Academic Staff Appraisal Guidelines July 2010


62

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 7. Provide strategic

support, consequent on the department’s size, to ensure and assure that time and resources are appropriately allocated to support a consistent and equitable appraisal process.

ONGOING i) Department heads are trained annually. All necessary resources are available to ensure consistent and equitable performance appraisal.

i) A 107 - Heads of Department/Deputy Deans Training Brochure 2015

8. Graduate Studies Research and Innovation (29)

Category 6: Graduate Studies, Research, and Innovation Standard 6.1: The institution puts in place effective arrangements to maintain appropriate academic standards and enhance the quality of postgraduate research programmes. Recommendations

1. Devise strategies to increase enrolment across all disciplines.

ONGOING i) Enrolment of graduate students reached a peak of approximately 6,200 active enrolled students in 2013-2014. Current enrolment is still above enrolment rates in 2010 (5,100). Enrolment of new students has fluctuated over the years between 1,400 and 1,700. Current new enrolment is higher than in 2010.

i) A 108 - Campus Coordinator’s Reports


63

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 2. Review entry

requirements for research degrees.

ONGOING i) No adjustments have been made to current research students entry requirements. Draft Guidelines for Faculty Entrance Committees have been prepared to advise faculties how they may use various methods to improve screening of candidates.

i) a. A 108 - Campus Coordinator’s Reports

b. Chair’s Reports, Campus Committee Graduate Studies and Research (see RR)

3. Enhance incentives and systems to encourage enrolment in research programmes, for example, MSc/MA entry route into PhD.

ONGOING i) Funding for scholarships and research has increased.


4. Review quality of students admitted into programmes.

NO ACTION TAKEN

i) Entry requirements have not been adjusted.


5. Enhance mechanisms to monitor supervisory process including student/supervisor interaction.

ONGOING i) A Research Supervisor Assessment form has been created for implementation on all Campuses. The Mona Campus piloted the form in 2016.

i) Minutes of CC BGSR meeting (see RR)

6. Adopt a systematic approach to reviewing the validity/financial viability of programmes.

ONGOING i) The Campus Bursar initiated a financial feasibility analysis of programmes. The review of the programmes for relevance is planned for the 2017-2018 academic year.

i) a. Campus Coordinator’s Reports and Chair’s Reports (see RR

b. Campus Committee Graduate Studies and Research (see RR)


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 7. Mandate training for

supervision of research students.

COMPLETED i) Research Supervisor Development Course hosted at St Augustine.

i) A 109 – Memorandum inviting HODs to the Research Supervisor Development Course 2016/2017

b. A 110 – Memorandum to Deans

indicating participants receiving certificates of successful completion of Cohort 1 and 2 of the Research Supervisors Development Course

8. Allow students more

exposure to external programmes and experienced researchers.

STARTED i) a. A policy on remuneration of supervisors has been developed.

b. Arrangements for Joint/Double

Degrees have been established.

i) a. A 111 –Policy on Remuneration for External/Retired (Co) Supervisors

b. A 112 – Joint PhD Agreement

between The University of Sorbonne Nouvelle – Paris III (France) and The University of the West Indies (Trinidad)

Standard 6.2: The institution

provides postgraduate students with sufficient information to enable them to begin their studies with an understanding of the academic and social environment in which they will be working. Recommendations

1. Review staff resources at the Office of Graduate Studies and Research.

ONGOING i) Two temporary members of staff have been added to the staff complement of the Office of Graduate Studies and Research (OGSR).

i) A 113 – Extract from PeopleSoft illustrating the difference in staff complement of the OGSR in 2011 and 2017


65

THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 2. Equip faculties with

human and physical resources and adequate administrative support to facilitate graduate research.

ONGOING

i) a. Hiring of staff into vacant posts to supplement current staff complement

b. An increase in funding for scholarships

c. Acquisition of grants and equipment

for research

i) a. Increase in teaching/research staff since 2010

b. A 108 - Campus Coordinators Reports c. Annual Reports (see RR)

3. Enhance postgraduate student fora.




4. Review residential accommodation policies.

COMPLETED i) The Sir Arthur Lewis Hall of Residence was opened August 2010. There is no policy that limits the accommodation of graduate students.

i) A 114 – Email thread regarding Sir Arthur Lewis Hall

Standard 6.3: The institution monitors the success of its postgraduate degree programmes against appropriate internal and/or external indicators and targets. Recommendations

1. Implement differential teaching loads.

ONGOING i) The Campus undertook a review of faculty academic workload and presented as its main recommendation the establishment of an academic workload management system in all faculties to take account of differential teaching loads. Faculties are at different stages of implementation.

i) A 76 - Paper on Academic Workload

2. Increase utilisation of external supervisors.

ONGOING i) Policy on Remuneration of Retired/External (Co) supervisors created



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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 3. Enhance oversight of

the supervisory process.

ONGOING ** See Graduate Studies, Research and Innovation, Standard 6.3, Recommendation 2, (i)

** See Graduate Studies, Research and Innovation, Standard 6.3, Recommendation 2, (i)

4. Implement training workshops on proper citation methods.

ONGOING i) Currently, Faculty Liaison Librarians conduct Information Literacy sessions where referencing is addressed. These sessions can and have been over the years requested by lecturers; some sessions are embedded in courses (e.g., the foundation courses); and referencing workshops are offered where attendance is voluntary. An all-day drop in individual session at the Library and a librarian being available in the faculty itself to provide assistance have also been undertaken. Librarians do offer individual assistance by both drop in and consultation appointments at their offices. They respond to emails and chat queries. When thesis checking is undertaken for postgraduates, the librarians provide guidance at this point as well.

i) See RR

5. Implement annual graduate tracer studies.

COMPLETED i) COPIR conducts annual graduate tracer surveys of first degree students one year post-graduation. The last survey was completed for the class of 2015. The report will be available by the end of Semester II, 2016-2017.

i) A 7 - Graduate Tracer Surveys


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 6. Improve alumni

relations.

ONGOING i) There are several initiatives aimed at improving relations with alumni, including: • UWI Reconnection Campaign • Quarterly Alumni Newsletter • Alumni Events • Regular Greetings to Alumni • Special Offers to alumni

i) a. Reconnection Campaign URL: http://eepurl.com/GybHD URL: http://eepurl.com/bmwSv1

b. Quarterly Alumni Newsletter Issue 4 - URL:

http://eepurl.com/cpV81f Issue # 3 URL:

http://eepurl.com/bS6i8H c. Alumni Networking Event – URL: http://us7.campaign-

archive1.com/?u=859904ac2c7df0af032cb9979&id=443ef3ae6f

d. UWI Classic Concerts – 2015 URL: http://eepurl.com/bdltzn

URL: https://sta.uwi.edu/news/notices/notice.asp?id=2388

e. Classic Concert 2016 – URL: http://eepurl.com/bNz1Xf http://sta.uwi.edu/news/releases/release.asp?id=1508

f. Regular Alumni Greetings URL: http://eepurl.com/cFrMAL URL: http://eepurl.com/cB2dnz

g. Vice-Chancellor’s Message to alumni URL: http://eepurl.com/KmRKL h. Offers to alumni URL: http://eepurl.com/b0EOgv


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only accepts students into an environment that provides support for doing and learning about research and where high quality research is occurring. Recommendations

1. Establish a Campus Office of Research.

NOT STARTED The School of Graduate Studies and Research (SGSR) and the Office of Research Development and Knowledge Transfer (ODKRT) have oversight of student and staff research on the Campus. Oversight of application for, and management of, large grants is maintained at the university/regional level.


2. Establish a Research Information Management System.

COMPLETED i) RIMS has been established.

i) URL: http://uwiresearch.org/

3. Promote knowledge sharing.

ONGOING i) The Office of Research Development and Knowledge Transfer (ORDKT), established in 2011, has facilitated and encouraged faculties from across disciplines to collaborate. The ORDKT supports all research and knowledge transfer activities at the St Augustine Campus.

i) See RR

4. Promote interdisciplinary research aggressively.

ONGOING i) Building systems for more effective collaboration

i) See RR


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 5. Provide staff training in

the areas of proposal writing, project management, and research management.

ONGOING i) a. Presentations b. Programme in Resource

Mobilization c. Workshop on Grant Writing for UWI

research staff

i) a. Workshop (See RR) b. Course designed (See RR) c. Presentations (See RR)

6. Define innovation clearly.

ONGOING i) The Strategic Plan 2017-2022 will define how Campuses will pursue innovative initiatives.

i) A 82 - The UWI Strategic Plan 2017-2022

7. Improve support systems for protection of research results through an enhanced IP policy and the necessary infrastructural support.

ONGOING i) a. IP Policy established b. IP staff in place

i) The website: https://sta.uwi.edu/ordkt/intellectualproperty.asp allows access to The UWI IP policy, other pertinent documents and guidance on the IP process.

8. Establish a Campus Technology Transfer (TT) Office.

IN PROGRESS i) There has been the establishment of a TT function within the ORDKT. There is an CF&GPC Paper to formalize the inclusion of the TT Function.

i) CF&GPC Paper (see RR)

9. Establish sound policies relating to commercialisation of IP and Technology Transfer and appoint well-qualified, experienced staff to manage these activities.

ONGOING i) An IP Policy has been established and there is a staff member for IP.

i) The website URL: https://sta.uwi.edu/ordkt/intellectualproperty.asp allows access to The UWI IP policy, other pertinent documents and guidance on the IP process.


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THEMATIC AREAS RECOMMENDATIONS STATUS PROGRESS MADE/ACTIONS TAKEN EVIDENCE 10. Enhance management

and administrative systems to support not only research and innovation but also multidisciplinary research.

ONGOING i) Arrangements have been made for professional staff (Project Management Professional), Managers, Research Development, IP, Grant Funding, Research Information Management.

i) CF&GPC Paper (see RR)

11. Promote multidisciplinary research.

NOT STARTED Information not currently available


TOTAL: 117


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Table 2. Report on Action Taken on Areas Requiring Institutional Attention Identified in the Assurance Section of the ACTT External Evaluators’ Report, 2011

CATEGORY CRITERION

STATEMENT ATTENTION ENCOURAGED PROGRESS MADE/ ACTION TAKEN EVIDENCE

1. Mission & Purpose

The institution’s mission and purpose are appropriate to tertiary education and consistent with the policies and practices that guide its operations.

• Widely disseminate University’s mission, vision, and purpose statements in its documents and publications

• The UOPD and M&C have collaboratively publicized the 2012-2017 Strategic Plan via electronic billboards, street signage, pamphlets, posters, the website, publications and staff and student events between July 2012 and present.

• Samples of publications of the Strategic Plan 2012-2017 (see RR)

2. Governance & Administration

The institution’s system of governance ensures ethical decision making and efficient provision of human, material and financial resources to effectively accomplish its educational and other purposes.

• “It appears that attention to the morale of the above mentioned staff might be improved through more robust communications. These communications could inform staff, students and external stakeholders of the importance of all disciplines.

• Dissemination of analysis and decisions regarding staff and space allocations, and planning and priorities to address resource needs in the future can alleviate many frustrations caused by uncertainty and lack of information.” (p.17)

• To address staff morale within the Department of Creative and Festival Arts (DCFA), campus management undertook a deeper level of engagement with DCFA staff with a view to improving communication.

• In the context of the 2017-2022 Strategic Plan, a specific initiative will address the planning and prioritization of space allocation, with an emphasis on student facilities in the initial phase.

• Space audits were conducted in some faculties, for example, FST and the Faculty of Engineering. FHE was represented on a campus committee to audit spaces and also updated its audit of teaching spaces.

• A 82 – The University of the West Indies Strategic Plan 2017-2022

• See RR • A 115 - Email from the

Campus Registrar dated March 15, 2017 on the subject “Proposed Space Audit”


72

CATEGORY CRITERION


• The Office of the Campus Registrar announced plans for the conduct of a campus space audit during the period April 3, 2017 to May 30, 2017. The purpose of this audit is to improve space utilization and maintenance response on the Campus. The audit began on June 19 and is ongoing.

• Faculty of Engineering

Weekly meetings with the faculty’s facilities staff

• Faculty of Humanities and Education FHE participated in a campus committee to audit spaces as well as recently updated its audit of teaching spaces.

• Faculty of Law

A key component of the transition to an independent faculty is the relocation of the faculty to high-quality physical premises in a newly built South Campus of the UWI in Penal-Debe, which is currently still under construction; reportedly 80% complete. In the interim, the St Augustine Campus moved to enhance the physical facilities available to the faculty, given that the existing premises had not been constructed with a full faculty and three-year programme in mind. A new wing of the building was constructed to accommodate the growing faculty. This houses a number of new offices, a faculty lounge, and an auditorium, the Noor Hassanali Auditorium. However, the handover of a specially designated building for the faculty has been delayed. Currently, the temporary space and offices are inadequate, given the significant growth in both staff and students. This is an important dimension to the fulfilment of the objectives in the QA review.


73

CATEGORY CRITERION


3. Teaching & Learning

The institution provides evidence of student learning outcomes and faculty effectiveness in achieving its educational purpose and demonstrates the capability to continue to do so.

• “…it appears that an emphasis on greater consistency of process among Faculties and programmes would aid achievement of a mature campus-wide “culture of assessment of student learning.” (p. 22)

• CETL reviewed an existing template for the development of new undergraduate and postgraduate programmes to include competency-based learning outcomes commensurate with programme objectives. CETL provides workshops and training activities for academic staff to address the relationship between desired learning outcomes and the design and development of curriculum. Linkages of course outcomes to student assessments are included in the CUTL 5104 programme.

• A sample copy of a completed template (see RR)

• A 26 - A listing of CETL

workshops and training activities relating to the culture of assessment (provided in Chapter 5)

• A 65 - CUTL 5104

Course Guide

4. Preparedness for Change

The institution’s human, material and financial resources are strategically allocated and employed to respond to a rapidly changing global society.

• “The Campus would benefit from a stronger focus on establishing specific benchmarks that support data driven decision-making in its assessment of progress toward fulfilling its aspirations of excellence in learning, research, innovation and service to the nation and region… There is an evident need to better utilize the University-provided data and assessment services and products to strengthen campus specific institutional research and assessment in order to achieve a systemic culture of continuous quality improvement in the full range of operations of the St Augustine campus.” (p. 24)

• Benchmarking has been conducted by COPIR in several areas, including:

- Graduation rates - Completion rates - Attrition - Student satisfaction - Employment rates of first degree graduates - Faculty workload

Through the quality assurance review of academic programmes and the structure of the review team, regional and international benchmarking is also facilitated at programme level.

COPIR has revitalized the institutional research agenda to capture campus-wide data, such as studies and surveys to obtain data or information that serve to support institutional benchmarking. Examples of studies/surveys include:

• Paper on Academic Workload

• Throughput study (see RR)

• A 116 - Student experience surveys

• A 7- Graduate tracer surveys


74

CATEGORY CRITERION


“The Team concludes that the institution would benefit from an examination of the allocation of human resources for institutional research in order to determine the effectiveness of the current system. As the institution fully implements its plan for assessing student learning, the priority for data collection and statistical analyses of student learning outcomes will increase. The current staffing level for campus based institutional research does not address this growing need. A careful analysis of campus institutional research functions, and the time and skills necessary to carry out these functions will be needed in the near future, and can benefit from being referenced to the availability of the University-provided institutional research resources” (p. 24).

• Annual Graduate Tracer Surveys • Student Experience Surveys • Throughput Study • The Campus Student Statistical Digest

COPIR supports the monitoring and evaluation of the Campus’s operational plan against key performance indicators. As a campus initiative, a Business Intelligence (BI) system has been established as one component of a campus information system. • The establishment of COPIR and the appointment of two

additional professional membership of staff for planning and institutional research.

• The allocation of a dedicated resource within Campus IT Services (CITS) to support the development and maintenance of the BI system.

5. Commitment to Continuous Improvement

There was no indication of any institutional attention required. (p. 27)


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Table 3. Report on Further Progress on the Recommendations in the Advancement Section of the ACTT Evaluators’ Report 2011, since ACTT’s Focused Site Visit 2014

ISSUE CATEGORY (arising from the ACTT’s

External Evaluator Report 2011)

ACTION TAKEN (The UWI St Augustine Campus Focused Site Visit Report 2014)

PROGRESS MADE SINCE 2014 EVIDENCE

1. Staff and Space Shortfalls (increases in full-time instructional and student services staffing; prioritization and increases in space allocation for teaching and administration)

1. A proposed differential workload policy has been developed for academic workload management.

2. A paper on the Implementation of the University Workload Policy and Recommendations for the Management of Faculty Academic Workloads was developed.

3. Consultation involving administrators and academic staff to agree on workload plans has taken place.

Space audits were conducted in some faculties, for example, FST and the Faculty of Engineering. FHE was represented on a campus committee to audit spaces and also updated its audit of teaching spaces. The Office of the Campus Registrar announced plans for the conduct of a campus space audit during the period April 3, 2017 to May 30, 2017. The purpose of this audit is to improve space utilization and maintenance response on the Campus. The audit began on June 19 and is ongoing.

• See RR

• A 115 – Email from the Campus Registrar dated 15 March 2017 on the subject “Proposed Space Audit”

2. Inter-Disciplinary & Trans-Disciplinary Teaching and Research (diversification of academic programmes and research as inter-disciplinary initiatives)

1. The Department of Behavioural Sciences held a postgraduate conference on the impact of multidisciplinarity in April 2013.

2. An Interdisciplinary conference was held on Sport and Higher Education.

3. The FMS has established interdisciplinary research clusters that tackle health research

Faculty of Engineering Interdisciplinary Research: 1. Geomatics Engineering and Land Management &

Management Studies 2. Chemical Engineering & Faculty of Food and Agriculture 3. Project Management & Management Studies

• A 117 – Inter-disciplinary Teaching and Research conducted in the Faculty of Food and Agriculture


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issues of public concern.

4. Interdisciplinary research is being supported through the Trinidad and Tobago Research and Development Impact (RDI) Fund. RDI grants of just over were awarded to research teams 14M for the period 2012-2013.

5. Biennial Research Awards have been introduced and were hosted by the Office of the Campus Principal in October 2012. One of the award categories included multi-disciplinary research.

6. The Office of Research Development and Knowledge Transfer (ORDKT), established in 2011, has facilitated and encouraged faculties from across disciplines to collaborate.

7. The Campus hosted the Research Expo in 2013, sponsored by the National Gas Company Ltd.

8. There has been progress made in faculty-led initiatives but no campus-driven strategy thus far.

Faculty of Humanities and Education • EU LAC Multidisciplinary project on Community Museums • Department of History: Guest Lectures and workshops

conducted with departments such as Festival and Creative Arts, Social Sciences, Food and Agriculture, Medical Sciences, and Geography

• School of Education (SOE): BS. in Science and Education being developed between the SOE and FST

• SOE: BEd in Physical Education being developed between SOE and UWI Sports & Physical Education Centre (UWI SPEC)

• The Department of Modern Languages and Linguistics engages in some interdisciplinary teaching and research. Some members of staff, more than others, engage in this type of research. However, it is not as a solidified research cluster

• Endangered Languages • Documenting Language across Modalities: Visual and

Tactile Sign Language in the Bay Islands (both of which have garnered RDI and/or international funding).

• Study Abroad project (Campus Research funded) which is looking at academic outcomes for study abroad

In teaching, it can be found in the following programmes:

• Undergraduate - English Language and Literature with Education

(ELLE). Language, literature, and education come together to foster not only diversity but also collaborative work.

• Postgraduate - The MA in Speech Language Pathology (linguistics,


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health issues, management) - PG Diploma in Interpreting Techniques (foreign

language, linguistics, economics) - PG Diploma in TESOL (language, linguistics,

education) - The MA in TESOL (language, linguistics, education)

In addition, there are courses that seek to present multiple perspectives and to merge multiple ways of knowing. So, for example, the following courses:

• Endangered Languages of the Caribbean uses history, linguistics, and sociology to discuss issues of language loss, revitalization, etc.

• Language and Social Identity focuses on linguistics, sociology, and anthropology

• Social and Political Issues in Latin American Film and Narrative joins literature with film criticism and studies

Faculty of Law Since 2014, the FOL has hired a cadre of faculty focused on the “high priority interdisciplinary area” of Human Rights, and in 2015 won its first bid for a prestigious EU funded grant – the first of any FOL.

The EU-FOL Human Rights project allows the faculty to fulfil several key goals: it provides a space to fulfil its community service ethos;. drive national development and shape public policy; earn income; develop instrumental partnerships with NGOs and other stakeholders, public, private and international; showcase the faculty’s considerable expertise; enhance


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collegiality through teamwork; engage in effective public outreach; and catalyse research and publication. It has enabled the faculty to host a number of key interventions, also serving as a launch pad for another of its objectives, developing interdisciplinary focus, as well as the obvious activist and public interest objectives it has declared.

Several important activities between 2016 and 2017, when the project started in earnest, have been linked to this EU project. In addition, the faculty has pioneered a number of cutting-edge courses that are seen to be particularly relevant to Trinidad and Tobago and the region, and in line with the Operational Plan. For example, Alicia Elias-Roberts was invited to develop Oil & Gas Law; Dr Chumah Amaefule, Banking Law and, soon, Marine Law; and Veronica Aragon was invited to teach International Human Rights Clinic Law. The latter course is a spin off from a proposal formulated in 2014 to create an International Human Rights Clinic – integrated with the curriculum. The Clinic was established to harness activities relating to human rights in the region and provide a vehicle for faculty members and students to work on these issues on a continual basis, together with practitioners and NGOs, some of which are targeted through the companion course, International Human Rights Clinic Course. It is a vehicle that integrates academic, practice, public interest litigation, and advocacy, meeting objectives of relevance and social justice. Some courses were developed in consultation with industry.

The curriculum is therefore closely aligned with The UWI objectives and the broader goals of relevance and societal needs. The faculty continues to actively seek out opportunities for research grants, particularly in the areas of human rights,


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environmental law, and intellectual property, since grant faculty projects are seen as catalysts for research. Faculty of Medical Sciences The following information identifies current interdisciplinary & transdisciplinary teaching and research being conducted at the FMS:

Child Dental Health/Dental Public Health – Prof Rahul Naidu et al

1. We have conducted interdisciplinary research in early childhood oral health involving collaboration with FHE

2. Research on oral health and diabetes is ongoing through collaboration with researchers in the School of Medicine

Department of Clinical Medicine – Prof. Surujpaul Teelucksingh et al

3. Zika Task Force activities: a cross-university/cross-departmental effort

4. Diabetic neuropathy: Cross-specialty involving medical/dental/ surgical

5. Burden of Obstructive Lung Disease (BOLD) International Study involving Medical Dept / Ministry of Health / Thoracic Division, North Central RHA

6. Health in Pregnancy in Trinidad and Tobago: cross-campus involving medicine, engineering, surgery, obstetrics and gynaecology

7. Dementia and Neurocognitive Disorders Research – Dr Nelleen Baboolal et al


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Basic Veterinary Sciences – Prof Christopher Oura et al 8. Large (Euros 1.5M) project ‘One Health One Caribbean

One Love,’ funded by the European Union (EU), promoting an inter-/trans-disciplinary approach to priority health issues across the Caribbean region

9. One Health Leaders (30) trained in 12 Caribbean countries through a series of five One Health themed workshops

10. Supervised One Health national projects in 12 Caribbean countries addressing national and regional health priorities at the interface between human, agricultural, and environmental health

11. A One Health policy accepted and approved by relevant CARICOM organizations and a six-year draft strategic One Health framework developed and in place for roll out

12. Currently writing a book entitled: Building Caribbean Resilience and Prosperity with One Health. This book is based around promoting an inter-/trans-disciplinary approach to health issues at the interface between human, animal, and environmental health in the Caribbean region. Planned publication date: August 2017

13. Lectures given on the benefits from One Health and Community engagement given across The UWI St Augustine Campus (human doctors, vets, pharmacists, dentists, nurses, & social scientists)

14. A One Health approach to the control of zoonotic vectorborne pathogens


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Pre-Clinical Sciences – Prof Christine Carrington et al 20th International Bioinformatics Workshop on Virus Evolution & Molecular Epidemiology (VEME) Faculty of Science and Technology

• The FST has established inter- and multi-disciplinary research clusters


• Report on the First Conference on Sports Studies and Higher Education: An Interdisciplinary Approach (Office of the Deputy Principal)

• Programmes for the First and Second Conference on Sport Studies and Higher Education: An Interdisciplinary Approach. (Office of the Deputy Principal)

• List of Interdisciplinary RDI projects – (Office of the Campus Principal)

• Programme Booklet – Institute for Gender and Development Studies


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3. Tension of Teaching Versus Research (balancing teaching and research in disciplines)

1. CETL developed (in its 2012-2014 operational plan) an agenda for developing and implementing supportive policies, processes, and incentives for research.

2. There is a model that exists for benchmarking, and attempts are being made to address concerns of the balance between research and teaching, by way of benchmarking.

3. There is continuous examination of this issue by the Campus in its academic workload management planning.

4. CETL conceptualized the Scholarship of Teaching and Learning (SoTL) to promote faculty scholarship and a culture of critical reflection and evidenced-based teaching.

Centre for Excellence in Teaching and Learning (CETL) Activities undertaken by CETL have sought to address the tension of teaching versus research. For example, research workshops were conducted by the Research Fellow up until his departure in June 2015. CETL’s journal promoting the Scholarship of Teaching and Learning, The Caribbean Teaching Scholar, was produced until December 2016, when owing to staffing issues it was put on hold. Research in Action, a virtual professional development programme offered by Oregon State University, has been introduced to teaching staff during the academic year 2016-2017. Campus Office for Graduate Studies and Research Responsibility for the research supervisor course was assumed by the Campus’s Office for Graduate Studies and Research OGSR) in 2016. The Office of the Deputy Principal Faculties have been asked to develop criteria for assessment and promotion, including expectations related to teaching, research, and university and public service. This process is almost complete. Subsequently, these will be reviewed for equity and consolidated into a campus document.


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4. Student Learning, Assessment & Evaluation (comprehensive processes and recognition systems for faculty to assess student learning outcomes)

1. COPIR has established key performance indicators and survey instruments to capture and measure student performance and student experience.

2. CETL has identified the need to train more faculty members in developing student learning outcomes (SLOs).

3. A Learning Outcomes Committee, chaired by the Deputy Principal, has been established.

4. A template for academic course design has been developed and acknowledged by BUS. The Learning Outcomes Committee is investigating options for greater utilization in future.

Centre for Excellence in Teaching and Learning (CETL) Course outline template guidelines were developed in 2014. These were revised in 2016 and are awaiting approval by Academic Board. Professional development sessions on creating course outlines, which include the development of course outcomes and student assessment linkage, have been offered during 2016-2017. An online course is being developed (10 Steps to the Perfect Course Outline) to provide immediate resources to teaching staff. The Office of the Deputy Principal • SECL is now online, which would facilitate easier and

timelier results.

• Student Experience Surveys are carried out regularly.

• The Co-curricular programme is well on stream and a number of new courses have been introduced, e.g., defensive driving. A course evaluation instrument for co-curricular courses was developed and implemented. This is now on hold until the conversion to online mode, in keeping with the other course evaluation instruments.

• Annual reports on performance in examinations are prepared for submission to the Office of the Board for Undergraduate Studies (OBUS). Last academic year (2015-2016), a new, more in-depth report was required from all

• A 27 – Screenshot of Login

page for Online Course Evaluation Website

• Reports on the Co-

curricular programme and Minutes of the Academic Board sub-Committee on Co-curricular Credits (ABSCC) (see RR)

• Reports on Student

performance 2015-2016 and Summary analysis of Reports on Student Performance 2015-2016 (see RR)


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courses with high failure rates – Report on Student Performance.

5. Continuum of Learning Modes (clearly distinguishing role, opportunities and priorities of blended learning at STA as opposed to open and distance learning through Open Campus and Single Virtual University Space)

1. The Campus developed a Blended Learning (BL) Policy and Action Plan.

2. The Faculty of Law, the Department of Geomatics Engineering, Land Management and the AJL have demonstrated actions toward supporting the BL Policy and Action Plan.

3. CETL has been facilitating training of academic staff on BL programme delivery.

4. Staff capacity issues for BL programme delivery are being reviewed.

The Office of the Deputy Principal Professional development workshops, sessions, and clinics are offered throughout the academic year on the pedagogy of teaching online. As part of these professional activities, teaching staff are exposed to how the online tools work.

Resources (myeLearning 101) have been developed for both students and staff as tip sheets and videos. More emphasis will be placed on providing these resources on CETL’s website in the 2017-2018 academic year.

6. Non-Academic Operational Quality (non-academic continuous quality improvement processes at the Campus level as distinct from performance tracking by the OPD)

1. The position of Planning Officer/ Institutional Research Analyst was created to provide expertise in the strengthening of statistical analysis needs of the institution. COPIR provides evidence-based information and analysis support. This has helped prioritization and development of a culture of evidence-based activities.

2. The UODP, with input from COPIR, developed an institutional ranking process for non-academic quality. Benchmarks have been established for academic programmes as well as non-academic services.

The Institutional Effectiveness Unit, Office of the Campus Principal Since 2014, activities undertaken by the IEU, Office of the Campus Principal to address QA of non-academic operations include:

• Training of representatives of the staff of 100% of non-academic units (34) in service excellence leadership and approaches, in collaboration with the Human Resources Division

• Signing of Service Excellence Agreements by 17 units) • Establishment of 23 Quality Leadership Teams in non-

academic units • Engagement in the Service Excellence Review and

• A 118 - Service Excellence Agreements

• A 119 – Service

Excellence Perception Index

• A 120 – Service

Charters in seventeen units

• A 121 – Guidebook on


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3. In 2012, the post of Programme Manager- Institutional Effectiveness, The Institutional Effectiveness Unit (IEU) and an Institutional Effectiveness Committee (IEC) was created to lead, develop, and support a framework for assessment and evaluation of the total governance and management of quality within the Campus and, in particular, that of non-academic operations.

4. The Campus developed a Campus Quality Framework of accountability to be assessed by the Institutional Effectiveness Committee every five years.

5. A Campus Quality Policy was formulated and approved (URL: http://sta.uwi.edu/qualityoncampus/QualityPolicy.asp).

6. Service Excellence Standards were designed and approved.

7. Thirty Quality Leadership Teams were set up and trained in Service Excellence Leadership methods and approaches.

8. Ten Service Charters were completed by non-academic offices.

9. A quality management audit and service excellence web-based monitoring system

Assessment process in three units, with one unit completing and uploading assessment data using the online Service Excellence Perception Index (SEPI)

• Development of: - Service charters in 17 units (10 drafts, seven

completed) - A guidebook on operational process mapping for

improvement - Process maps for selected operational processes in

four units - An awards system to recognize employees and

units for service excellence

operational process mapping for improvement

• A 122 – Process maps

for selected operational processes in four units

• A 123 – Proposal for

The University of The West Indies-Employee of the Year/Service Excellence Awards-A Joint Proposal Project between the Institutional Effectiveness Unit and the Division of Human Resources


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branded IMPAQTS was developed.

10. A model for process improvement was developed.

11. A proposal for employee awards for service excellence was developed.

12. A web portal for quality assurance and enhancement for the Campus was developed.


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LIST OF APPENDICES TO THE COMPANION DOCUMENT ST. AUGUSTINE CAMPUS INSTITUTIONAL ACCREDITATION SELF-STUDY REPORT 2017

Appendix Title

1 Memo from Director Human Resources to Principal re: Staff Orientation 2016B44B54B2:B43B2:B43B2:B4B2:B44

2 Faculty, Departmental and Unit Mission Statements

2.1 Faculty of Medical Sciences Mission Statement

3 Campus Operational Plans

3.1 Campus Operational Plan 2012 - 2014

3.2 Campus Operational Plan 2014-2017

4 Faculty Departmental and Unit Operational Plans

4.1 Faculty Departmental and Unit Operational Plans 2014-2017-IIR

4.2 Faculty Departmental and Unit Operational Plans 2014-2017-FHE

5 Campus Operational Plan Progress Reports

5.1 Campus Operational Plan 2012-2014-Summary Performance Report

5.2 Campus Operational Plan 2014-2017-A Review of Performance 2014/2015

5.3 Campus Operational Plan 2014-2017-A Review of Performance 2015/2016

6 Faculty Departmental and Unit Operational Plan Progress Reports

6.1 Faculty of Law Operational Plan Progress Report – January 2017

7 Report on Recent UWI First Degree Graduate Experience beyond Graduation–A Comparative Analysis of Four Tracer Surveys conducted in 2009, 2010, 2011 and 2013 for UWI Campuses – (Draft Report –Revised August 2015)

8 A Sample of Academic Quality Assurance Reports


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9 Reports of Student Focus Groups conducted in 2016

10 Finance and General Purposes Committee Minutes at which creation of new Faculties was approved.

11 Implemental Agreement Between The China Agricultural University, P. R. China and The University of the West Indies at St. Augustine, Trinidad and Tobago on the Development of the UWI-CAU Agricultural Innovation Park

12 Memorandum of Understanding between The UWI and Lake Asphalt of Trinidad and Tobago (LATT) 2015

13 Memorandum of Understanding between The UWI and Huawei Technologies (2016)

14 Memorandum of Understanding between The UWI and BGTT (2016)

15 The Status of the Memorandum of Understanding with ANSA McAl - FGP (SA) P.46 2015/2016

16 Memo sent to Heads of Department by Marketing and Communications annually reminding them of the services offered by the Marketing and Communications Office.

17 The Marketing and Communications Office Presentation to the Guild of Students - June 6 2017

18 Incoming Students Survey

19 UWI STA Open Day Evaluation Report May 2017

20 Minutes of Meeting of The UWI Guardian Life/Guardian Group Premium Teaching Awards Committee 2010, 2012 and 2014

21 Minutes of Meeting of The UWI Guardian Life/Guardian Group Premium Open Lecture Committee 2011, 2013 and 2014

22 Faculty of Humanities and Education - Faculty Workload Assignments 2015-2016

23 Faculty of Law Staff Workload Policy

24 Interview with the Campus Bursar March 09th 2017 for elements to Introduction to Self-Study Report 2017 as well as, Chapter 7 Continuous improvement.

25 Blended Learning Policy of the St. Augustine Campus

26 List of Workshops conducted by CETL 2016-2017

27 Screenshot of Login Page for Online Course Evaluation Website

28 Memo from HOD DAEE to Dean FFA re Budgetary Requirements for Department September 2016

29 List of faculty development organized by Centre for Medical Sciences education (CMSE) since 2010

30 Faculty of Medical Sciences - Minutes of a Meeting of the Faculty Sub-Committee on Examinations-February 2 2017

31 Strategic Plan 2012-2017 (approved by University Council 27th April 2012) p. 19


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32 A Report of the Results of the Speak Your Mind (SYM) Survey 2015/2016

33 UOPD Country Briefs

33.1 2013 Country Brief-Trinidad and Tobago-July 2013 (Draft)

33.2 2013/2014 Country Brief-Trinidad and Tobago-January 2014 (Draft)

33.3 Draft Trinidad and Tobago Country Brief- June 2014

33.4 2015 Draft Country Brief Trinidad and Tobago- June 2015

34 Department of Civil and Environmental Engineering Industry Liaison Committee (ILC) Minutes of Meeting No. 2 Held Online on 26 January 2017

35 Industry Liaison Committee (ILC) Minutes of Meeting for Department of Electrical & Computer Engineering, June 2, 2016

36 Industrial Liaison Committee for Land Management (Valuation) Minutes of 3rd Meeting of the ILC held at the Departmental Conference Room of the Department of Geomatics Engineering and Land Management, UWI.

37 Donation Agreement Between Repsol E&P T& T Limited and The University of the West Indies For the implementation of the ADOPT (Agriculture Demonstration of Practices & Technology) Project

38 CAEPNet Meeting |MINUTES Meeting date | time 3/11/2016 10:07 AM | Meeting location Go to Meeting (online)

39 Faculty of Law - Notes of 1st Planning Meeting Wednesday 23rd November 2016 – 11:30 A.M. Office of the Dean - Sports Law Workshop

40 Emails validating discussions with stakeholders re Oil & Gas Conference and new Oil & Gas Course

41 Email validating collaboration with stakeholder, GROTT, re Report on Disability Initiatives from the Faculty of Law;

42 Emails validating collaboration with the Law Association of Trinidad and Tobago

43 Actions from Faculty of Law Retreat, held on Friday, January 22, 2016

44 Email Correspondence with Ross Cranston on planning of Banking Law Workshop with Leading International Banking Law Attorney and Judge

45 Thank you letter from the Equal Opportunities Commission on Training and Open Day and future development of courses with the Courts

46 The Report of The UWI Task Force on Quality 2016 including The UWI Quality Policy 2016 and the February 2017 minutes of CF&GPC approving the Quality Policy

47 Sample of Findings of surveys undertaken by COPIR that are presented to Academic Board

48 Reports of the implementation of recommendations of QA review teams

49 SECL Questionnaire


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50 Memorandum sent to all Deans and Heads with attached Guidelines on the functioning of Staff/Student Liaison Committees 2015

51 Screen Capture of Student Course Evaluation Portal

52 Screen Capture of Lecturer Course Evaluation Login Page

53 A Compilation of Sample Quality Assurance Review Follow-up Reports

54 A Sample of Minutes from AQAC Meetings

55 A Sample of Minutes from Academic Board Meetings

56 Report of Director CETL, St Augustine on a Review of the University of York's Feedback Framework

57 Faculty of Food and Agriculture Actions to Improve Student Learning

58 Notes of a FOL Staff Retreat held February 2nd and 3rd, 2017

59 List of Coaches

60 List of Mentors and Mentees

61 Peer Peering Programme offered by the Student Life and Development Department (SLDD)

62 Application Form for Peer Peering Programme offered by the Student Life and Development Department (SLDD)

63 SECL Booklet - September 2014

64 Sample Workshop Evaluation Form

65 CUTL 5104 Assessment in Higher Education Course Guide, October 2016

66 Sample Course Outlines

67 New Undergraduate Programme Proposal - Department of Literary, Cultural and Communication Studies (LCCS) Minor in Cultural Studies

68 Proposal for Restructuring of Academic Advising at The University of the West Indies, St. Augustine Campus - April 15, 2013

69 Minutes Campus Academic Advising Committee Meeting December 2016

70 Library Audit

71 PowerPoint presentation of training session held on March 2nd 2016 entitled Supporting Students with Disabilities in the Library and evaluation of session

72 Letter to Campus Librarian re award on occasion of celebration of International Day for Persons with Disabilities


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73 Letter of thanks from Campus Librarian re award on occasion of celebration of International Day for Persons with Disabilities

74 Report on Academic Advising at The University of the West Indies, St. Augustine Campus: Feedback from Undergraduates

75 Report on Feedback from Participants Academic Advising Workshop

76 Discussion Paper on the Implementation of The University Differential Workload Policy and Recommendations for the Management of Faculty Academic Workloads

77 Semester Faculty Teaching Activity Report 2016/2016-Department of Civil and Environmental Engineering

78 Teaching Load Summary- 2016-2017 – Department of Geomatics Engineering and Land Management 2016-2017

79 Semester Faculty Teaching Activity Report 2016/2016-Department of Chemical Engineering

80 Department of History Workloads 2015-2016

81 Teaching Load-Department of Agricultural Economics and Extension

82 The University of the West Indies Strategic Plan 2017-2022

83 Department of Geomatics Engineering and Land Management - Professional Internship Regulations

84 Internship Programmes offered in the Faculty of Food and Agriculture

85 Department of Geography Staff/Student Liaison Committee Minutes 2016/2017

86 Department of Food Production Staff/Student Liaison Committee Minutes 2016/2017

87 CUTL 5207: Course Outline Reflective Teaching for Learning

88 The Teaching Dossier

89 Extract for Faculty of Law Board Meetings re: Feedback to students

90 Minutes of a Meeting of the Staff/Student Liaison Committee Faculty of Medical Sciences held on Thursday 12th March, 2015

91 Terms of Reference of Campus Council

92 Proposed Policy Development Framework for The University of the West Indies Draft (For Review)

93 AQAC Documents to be used in the Development and Approval of New Academic Course/Programme Proposals 2015

94 Excerpts on Assessment from Departmental Quality Manuals

95 Sample CETL Course Approvals


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96 Accreditation Visit Report and Action Plan, Report on the visit to Department of Electrical and Computer Engineering, University of the West Indies at St. Augustine

97 Status of Foundation Course Review and Change Implementation Office of the Board for Undergraduate Studies September 2008

98 Foun1101 - Caribbean Civilisation - Course Report II - December 2004-September 2006

99 English Language Foundation Unit, Table Marking - Package Allocation, Semester 2: 2016/2017

100 QAU Report on Time Elapsed Between Quality Evaluations and Quality Assurance Reviews

101 UWI Coaching Agreement

102 List of Coaching Participants

103 Employee Competency Framework

104 Guidelines for the Successful Completion of the Performance Review and Development Plan (PRDP)

105 Learning and Development Programmes for Staff 2016-2017

106 Academic Staff Appraisal Guidelines 2010 and Academic Staff Appraisal Form

107 Heads of Department/Deputy Deans Training Brochure 2015

108 Campus Coordinator’s Reports 2015-2016

109 Memorandum inviting HODs to the Research Supervisor Development Course 2016/2017

110 Certificates of Completion Cohort 1 and 2: Research Supervisors Development Course

111 Policy on Remuneration for External/Retired (Co) Supervisors

112 Joint Doctoral Supervision Cotutelle Agreement between L’Université De La Sorbonne Nouvelle-Paris III (France) and The University of the West Indies – St. Augustine (Trinidad)

113 Extract from PeopleSoft illustrating the difference in staff complement of the OGSR in 2011 and 2017

114 Email thread regarding Sir Arthur Lewis Hall

115 Email re Proposed Space Audit

116 Student Experience Survey-Speak Your Mind 2013

117 Inter-Disciplinary & Trans-Disciplinary Teaching and Research-Faculty of Food and Agriculture


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118 Service Excellence Agreements

119 Service Excellence Perception Index

120 Service Charters

121 A Guidebook on Operational Process Mapping for Improvement

122 Process Maps for Selected Operational Processes in Four Units

123 Proposal for The University of The West Indies-Employee of the Year/Service Excellence Awards-A Joint Proposal Project between the Institutional Effectiveness Unit and the Division of Human Resources

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