UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings

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Best practice explored - Team teaching approach in one online course (a case study)
(2015-07-15) Guscott, Kareen
In recent years, team teaching has been considered an important part of course delivery to enhance class interaction, and improve the teaching and learning environment for both facilitators and students. Team teaching specific to the online environment is somewhat under-examined, but research on the method suggests that it can be beneficial to students if implemented effectively. This paper reports on the effort at The University of the West Indies Open Campus (UWIOC) in utilizing the team teaching approach in one online course. The purpose of the case study was to identify the effectiveness of team teaching and determine if such collaboration would be beneficial to students and facilitators. Using the course as a case study, qualitative and quantitative data were collected from facilitators and students to get their perspective on the experience. The main theme from the findings is the timely feedback that students received. The findings revealed that the experience gave facilitators a stronger sense of collegiality, and helped to improve their instructional practices. For the students, the experience was very good as they received more individual attention, timely feedback, and learning was enhanced. The endorsement of the approach by the students was evident by the 100 percent consensus, that, if offered again, they would enrol in another team teaching class. The findings will be shared with the Programme Delivery Department team for discussion, as they suggest that team teaching is an element of best practice that can be explored as a means of improving teaching and learning at The UWIOC.
Best practice in higher education: The experience of the Department of Electrical and Computer Engineering [PowerPoint]
(2015-07-15) Gift, Stephan
This presentation briefly discusses each of the categories under which the Department of Electrical and Computer Engineering of the Faculty of Engineering at The University of the West Indies (UWI), St. Augustine was recently accredited by the Institution of Engineering and Technology (IET), namely: 1) Aims and objectives; 2) Outcomes from last IET visit; 3) Programme; 4) Admission, progression and award; 5) Projects; 6) Staffing; 7) Resources and facilities; and 8) Quality assurance.
Best practices in ACTT accredited institutions [PowerPoint]
(2015-07-15) Bradshaw, Michael
This presentation provides a synopsis of how institutions accredited by the Accreditation Council of Trinidad and Tobago (ACTT) demonstrate tertiary level education best practice principles as part of, and as a result of, achieving accredited status. It attempts to examine how institutions, after achieving the status, engage in institutional development with regard to developing a rigorous Quality Management System, in order to improve mechanisms for governance and administration, programme development, teaching and learning strategies, student support, and resource management.
Blended approaches to English as a foreign language instruction
(2015-07-15) Daly, Avian
The teaching of English as a Foreign Language (EFL) in the English-speaking Caribbean is becoming a lucrative branch of the tertiary education sector. While some learners seek a fully immersive experience, others prefer a blended option to accommodate personal and professional schedules. Regardless of the desired experience, the current regional trend suggests a significant shift from mainstream US/UK EFL providers toward the English-speaking Caribbean for accredited, cost-effective, alternative modes of instruction. This phenomenon presents unique challenges to the English-speaking Caribbean, as our institutions of higher education (HE) seek to establish themselves as leaders in the field of EFL instruction. This theoretical paper therefore critically assesses best practices in blended approaches as presented in the literature, namely, the use of the learning management system, Moodle, and video-conferencing technology, in response to the demand for online EFL instruction adapted to the Caribbean context. An analysis of the aforementioned practices will provide greater insight into the challenges that may be encountered in online EFL delivery for the EFL programme at the UWI St. Augustine.
Community Service Learning Project, Department of Electrical and Computer Engineering, Faculty of Engineering, The University of the West Indies, St. Augustine [PowerPoint]
(2015-07-15) Romeo-Joseph, Juliet
This presentation defines "Community Service Learning" (CSL), identifies the best practice principles for higher education that relate to teaching and learning, and examines how CSL relates to the development of the student from a pedagogical standpoint and satisfies the mandate of The University of the West Indies (UWI) and its impact on the nation/region. It then presents a case study of the Community Service Learning Project, showing how it has been incorporated into the B.Sc. in Electrical and Computer Engineering programme, and identifies the overall project goals, logistics, outcomes, lessons learned, and future plans.
Conference booklet
(2015-07-15) UWI Regional Conference on Institutionalising Best Practice in Higher Education
This booklet contains welcome message from Conference officials; the conference programme; profiles of feature and keynote speakers, and panellists; and abstracts of papers and panels.
A critical look at key components of The University of the West Indies quality assurance system [Panel]
(2015-07-15) Dottin, Pamela; Gift, Sandra; Perkins, Anna Kasafi; Thompson, Kay
Using the Framework for Analysis of Practices in Higher Education (FAPHE) proffered by Harvey (2012), this panel critically assesses components of The University of the West Indies (UWI) academic Quality Management System (QMS), as implemented by the Quality Assurance Unit (QAU). These components are: i) the integration of institutional research data in the self-assessment process; (ii) review team selection; (iii) quality assurance of distance and online education; and (iv) work based/experiential learning. Harvey's key principles for establishing the presence of best practices-efficiency in the use of resources, being well-documented, engagement of key stakeholders, and undertaking monitoring and evaluation-is the framework for the assessment. These principles address the administrative and management concerns of policy, leadership, human resource development, and monitoring and evaluation, which have been identified elsewhere as important in developing quality in higher education. In examining these features critically, evidence is identified for the presence of best practice or gaps that need to be closed for the system to produce superior results. A mixed methodological approach is utilized; it involves undertaking a desk study of quality assurance review team reports from the various UWI campuses completed within the last five years, post-review evaluation instruments completed by review team members and heads of departments, as well as policy, and strategic planning documentation of the university and the Quality Assurance Unit. For the integration of institutional research data, a comparative review is undertaken against QA systems used in two other higher education institutions. Reference is also made to the literature on best practice.
Defining best practice: Contextual relevance in the Caribbean [PowerPoint]
(2015-07-15) Harvey, Claudia
The word "best" is heavily value laden and, therefore, "best practice" can only be discussed within a particular context; in this instance, higher education in the Caribbean. The Strategic Plan for the Caribbean Community (CARICOM 2014), outlines the strategic priorities for the region until 2019 as: strong economic growth and reduction in poverty and unemployment; improved quality of life; reduced environmental vulnerability; and an integrated community with equity for all. The Plan envisages a strong role for tertiary education in preparing its graduates to deliver on these priorities. Drawing on the UWI Survey of the Literature on Global Best Practices in Higher Education (Harvey, 2012), this keynote presentation examined the problematique of defining best practice in higher education. The paper then examined the definition in terms of higher education helping to meet the defined priority needs of the Caribbean. An attempt was made to illustrate the definition by drawing on examples of "best practice" in higher education in Cuba, a country operating within severe economic strictures, yet able to meet their particular societal needs and have such "best practice", particularly in medicine, as to help serve the whole world. From the derived definition, the presentation examined some of the implications for application to higher education institutions and programmes and quality assurance agencies in the Caribbean.
Exploring foreign language (Spanish) teaching best practice in online delivery of the Reading Comprehension and Writing Module at the UWI, St. Augustine
(2015-07-15) Arrieta Castillo, Carolina; Corredor Sánchez, Suly; Palma Rojas, Paola; Roberts, Nicole
Reading Comprehension and Writing are skills that are taught as one of three modules in the Spanish Level 1 degree programme at The University of the West Indies (UWI), St. Augustine. Historically, this language course has been taught as face-to-face. At UWI, the Spanish Section decided that we could no longer ignore the extensive changes to literacy taking place in a digital world of information and communication. Moreover, we felt that we had precious little research on which we could fall back, both to inform our understanding of the use of online modalities in foreign language teaching as well as to theorise on the impact of online delivery on foreign language courses. After an impact and assessment study in 2013, the Spanish Section of the Department of Modern Languages and Linguistics decided to begin teaching this two-hour module of the course SPAN 1001 - Spanish Language IA in the online mode in the 2014-2015 academic year. This paper seeks to provide an evaluation of the advantages and disadvantages of the virtual mode of delivery through a reflection on one semester's work in the programme. It examines the format used and the perceptions of both students and lecturers with respect to workload, motivation, and flexibility. Among its recommendations, the paper suggests that this online module is necessary both for increasing the technological literacy of students in the Spanish programme and for raising the level of competitiveness of students of Spanish graduating from the UWI.
From student engagement to transformation: Best practices for teaching and learning [PowerPoint]
(2015-07-15) Butin, Dan
This presentation discusses the key challenges and insights in the last two decades for teaching and learning in higher education. It focuses on best practices for student engagement and high impact practices, and offers a vision of fostering transformation from shallow to deep learning. It is suggested that such a scholarship must take into account the rise of digital learning technologies, student backgrounds and aspirations, and the civic role of higher education in society.
Language and competitiveness in Trinidad and Tobago: Taking stock
(2015-07-15) Carter, Beverly-Anne
Language and Competitiveness is a multilingual, multidisciplinary, and multi-component research project that looks at the nexus between language and competitiveness in contemporary Trinidad and Tobago. The project, which is funded by the GORTT Research and Development Impact (RDI) FUND, has promised to deliver a number of outputs, outcomes, and benefits, that is, research impact, to different stakeholders beyond the academic community. In the short paper presented here, the focus is on two of the project's sub-projects: one which explores the linguistic, cultural, and sociological factors supporting or hindering trade with China; and the second a language audit documenting foreign language capacity and supply in the country. The paper shows how the project has been able to address certain national developmental issues in the area of linguistic and intercultural competence as they pertain to trading with China and documenting language capacity. A discussion of the outputs, outcomes, and benefits shows that the project is clearly fulfilling its mandate for research impact. Clear elements of best practice relevant to conducting research with impact also emerge from the discussion.
The needs and wants of the contemporary student: Best practice in the 21st century: Perspectives of the future CARICOM citizen [PowerPoint]
(2015-07-15) Parris, Damani
This presentation focuses on: 1) student perceptions of the job market and the reason for pursuing a degree; 2) student perceptions on internships in degrees; 3) student services in the 21st century; 4) the in-classroom work demand and the results in shaping a citizen; 5) out-of-classroom learning experiences; 6) competing with the rest of the world; and 7) cultural differences and students.
Programme accreditation: Medicine and dentistry [PowerPoint]
(2015-07-15) Rafeek, Reisha
This presentation discusses the Caribbean Accreditation Authority for Education in Medicine and other Health Professions (CAAM-HP), and explores accreditation of medicine and dental programmes in the Faculty of Medical Sciences of The University of the West Indies (UWI), St. Augustine, with respect to: (a) accreditation standards, and (b) best practice in higher education.
Quality assurance in teacher education through insider evalutation and stakeholder involvement: A case for programme renewal
(2015-07-15) Yamin-Ali, Jennifer; Herbert, Susan; James, Freddy; Ali, Shahiba; Augustin, Desiree; Philip, Sharon; Rampersad, Joycelyn
This paper presents a description of a teacher education programme evaluation that was initiated, planned, and executed in an attempt to enhance the quality of the programme's content, delivery, and impact. The evaluation was conducted within the framework of academic research, and comprised reports on the perspectives of major stakeholders' (principals, heads of departments, deans, and teachers) on whether the Diploma in Education (Dip.Ed.) programme (2004-2009) had met their expectations; and on the benefits and limitations of the programme and the impact of the programme on teachers' practice. In addition to those stakeholders, data were collected from officials of the Ministry of Education, who are categorized as the client of the School of Education, who is the provider. Subsequent to the preliminary enquiry into those stakeholder perspectives, a more probing approach was applied to the perspectives of heads of departments, SOE staff, and Ministry officials. The final phase of the evaluation involved observation of teachers' classroom teaching and interviews with the top and middle management of those schools. The evaluation was guided by Guskey's (2002) theoretical and conceptual model of evaluating the impact of CPD on teachers' practice, and by the fourth generation evaluation model of Guba and Lincoln (1989). The sample for each phase was either stratified random or purposive. This research is significant in that it focuses on the role of the stakeholder in determining effective practice in teacher education. It also highlights the process of rigorous programme evaluation and renewal through staff engagement.
The social dimension of listening: From theory to HE practice
(2015-07-15) Mideros, Diego
The skill of Listening in Foreign/Second Language (L2) teaching and learning has been traditionally considered a "passive-receptive" skill. This paper illustrates how in the Spanish degree programme at The University of the West Indies (UWI), St. Augustine we have applied the latest findings in listening research to move away from that assumption. Based on listening metacognitive strategies (Vandergrift and Goh, 2012); Sociocultural Theory in L2 learning (Lantolf and Thorne, 2007); and the Interaction Approach (Gass and Selinker, 2008) we have managed to innovate the ways in which we approach the teaching and learning of listening. This paper traces the theoretical shift from listening as a learner-internal phenomenon to a more social-oriented dimension. This social shift has deeply affected the kinds of listening teaching and learning practices in and outside the classroom in our programme. Examples of innovative listening classroom practice and research and comparison with listening practices in other HE institutions will serve to illustrate best practice in pedagogical research in the UWI Spanish degree programme.
Strategies for financing higher education: The Caribbean context [PowerPoint]
(2015-07-15) Downes, Andrew S.
This presentation examines 1) stakeholders' perspectives of financing higher education, 2) recent trends in financing higher education, 3) some socio-economic considerations, and 4) "best practice" in the Caribbean context.
Student Entrepreneurial Empowerment Development (SEED) Project [PowerPoint]
(2015-07-15) Young Marshall, Ayanna
SEED is a motivational entrepreneurship development programme and co-curricular course that fosters self-reliance, innovation, and entrepreneurship among students. SEED's ultimate goal is to expand employment choices so that instead of having to rely on jobs in the private and public sectors, graduates will start their own businesses. SEED uses non-conventional teaching methods, mentorship, and a business plan competition as part of its innovative approach. This presentation provides context, a description of SEED objectives, components, primary activities, constraints, opportunities, impact, and build out. Some concluding observations are included.
Students' attitudes towards research: Applying best practice principles through a student-centred approach
(2015-07-15) Belgrave, Korah L.; Jules, Janice E.
Informal observation over the last five years reveals that a number of students in the undergraduate programme in Linguistics at The University of the West Indies (UWI) Cave Hill Campus demonstrate negative attitudes towards courses that require them to learn and participate in the research process. Hence, this paper presents an analysis of the attitudes of undergraduate linguistics students at the Cave Hill Campus towards research in order to determine students' perception of the use of student-centred principles associated with best practices during instruction in the courses with research activities: LING2302: Sociolinguistics, LING3202: Creole Linguistics, and LING2099: Research Methods in Linguistics, and the implications of these findings for the teaching/learning process. Through an action research design, information was collected from a purposive sample comprising Level 2 and 3 students in the linguistics undergraduate programme. Accordingly, qualitative data gathered from a questionnaire and from a focus group provide a description of students' orientation towards research. There is also analysis of students' perceptions of the extent to which the course content addresses their research needs and caters to their success in life beyond the classroom. A quantitative component provides some measurement of the dependent variable. The analysis of the results validate the hypothesis that students' perceptions of the functionality of research and its meaningful application to real-life situations results in a positive attitude towards research. Findings suggest that greater focus on student-centred principles of best practice in the courses' research components would enhance the worth and usefulness within a broader world context.g is an element of best practice that can be explored as a means of improving teaching and learning at The UWIOC.

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