University of Fort Hare

Grounding Programme Proposal

Professor Elizabeth Henry embodied the spirit, intellectual liveliness and possibilities that are woven into the Curricular Renewal process to date.  We will continue to remember her commitment as we bring these ideas to life.

Over the last two years, the idea that has animated and inspired many people in the University community focused on curricular renewal is the design and development of a ‘core course’ to ground UFH students in their University careers, as well as their lives beyond the University.  This document outlines a proposal for the establishment of a ‘Grounding Programme’ at the University of Fort Hare.

In 2006, as a part of the celebrations of the 90^th Anniversary of the University, the Vice Chancellor launched a process to re-create the curricular project of the University.[1]

The challenge was a self-critical one.  A set of critical issues was laid out by the Vice Chancellor at that time:

·          There is a choice to be made.  How do we understand our place in history?  What choice do we want to make about our intellectual place in the future?  If our history is notable for our contribution to liberation, does our curriculum currently stand up to a relationship with a liberating future?

·          There are strong contemporary forces defining the limits and possibilities of curricular renewal.  The global processes of commodification of knowledge and  private sector norms influence day to day choices of lecturers and academic leaders – whether or not consciously.  To what extent is our own understanding of ‘responsiveness’ going along with these forces, ignoring these forces, or consciously mediating these forces? 

·          The empirical is important.  While the curricular renewal process must seek to shift, even transcend our current practices, we must also have a better empirical grasp of the ‘grey box’ of classroom practice in the University.

·          Undeniable conditions:  There are a range of material limitations to the process of curriculum renewal – limited financial resources, limited animated leadership, limited people, and administrative systems that are capable of blocking innovation etc.   

·          The Local and the Universal:  There is a continual dialectic between establishing a philosophically ‘local’ and grounded base for our intellectual contribution, and linking this continuously with an understanding of knowledge and the human condition as universal.

The process in its initial stages has focused on dialogue.  The dialogue process has sought to help us collectively shake up our own imaginations of the future, re-see our assumptions of daily practice, build a community of shared curiosity and vision, and identify some strategic leverage points in which to start to animate the process of curriculum development both within and across faculties.

The process was consciously designed as an open process for engagement across the community of UFH.  The process encouraged students, academics, administrators to participate.  It included people on the basis of their interest in participation, rather than on positional considerations.  The student voice was particularly important to the content and direction of the conversations emerging.

Four public iincoko were held, whereby the entire University community was invited to share their concerns and imaginations for the curriculum project of the future.

The University community was also invited to participate in a series of retreats. Approximately 40 students, academics and managers have participated in three two-day retreats.  In the first retreats, a series of core notions animating the process of curriculum renewal for the University were identified.  Some of these notions included transdisciplinarity, humanising pedagogy, language policy and practice, post-colonial / decolonising curriculum, HIV and AIDS, new technologies, and notions of universalism and African perspectives.

The more recent retreats have focused attention on the challenge of bringing these notions into the institution.  The strategy of building a ‘Grounding Programme’ and the idea of building a Centre for Transdisciplinary Enquiry were identified as the central cross-faculty innovation.  Several suggested resolutions were made regarding the structure, finance and systems required to centre this effort within the University.

Emerging out of this process of reflective dialogue, several resolutions were put to the Executive Management Team in June of 2007.  The current proposal relates to the following two:

·          Resolution 1 – Core Course:  It was resolved that the University embrace a vision of creating a ‘Grounding Process’ for all undergraduate students, centred around a Core Course. 

·          Resolution 2 – University Mechanism:  It was resolved that we establish a funded University mechanism to support the Grounding Programme, and to coordinate the range of activities associated with the cross faculty curricular renewal process. 

These resolutions were accepted in broad principle.  A Task Team was mandated by the EMT to put together a Concept Proposal for University discussion and ratification. [2]

1.       Structure

All entering undergraduates will be required to complete a credit bearing ‘Grounding Programme’ toward the completion of their degree.  The Grounding Programme will consist of two core elements:

·          a unifying credit bearing Grounding Course.  The Grounding Course is not a remedial course.  See below.

·          a selection of Grounding Electives from a pool of approved electives.  Completion of these electives will earn credits which will be added to the Grounding Course credits as part of the overall credit scheme of the Grounding Programme.

2.       Objectives of the Grounding Course

The objectives of the Grounding Course are:

·          To provide UFH undergraduates with a critical and de-colonising framework in which to see and understand the world, the Continent and themselves.

·          To provide a progressively rigorous, responsible and compassionate basis for gaining and applying their knowledge and energies to the world.

·          To provide students with a deep understanding of the principles of ubuntu, democracy, liberation and decolonising knowledge.

·          To provide UFH students with the confidence to engage in lives of authenticity and dignity linked to the creation of dignified lives for others.

·          To provide students with a roadmap about how to use the University space to consolidate their own access to meaningful knowledge, including inculcating a reading and writing culture within the university.

·          To provide students with an experience of building a diverse, caring and intellectual community of purpose.

·          To provide UFH students and academics with an experience of diverse and humanising pedagogies, as a basis to both support and demand wider curriculum renewal in the University.

3.       Objectives of the Grounding Electives

The objectives of the ‘electives’ are to provide students with the skills and experiences that are required to substantiate the learnings and objectives of the Grounding Course.  The idea is to strengthen and incentivise the establishment and use of developmental service available within the University so that students emerge as well rounded  graduates.

The nature of electives will take different forms. Some of the current courses/programmes being offered by Divisions within the University, such as the Library, TLC and Student Affairs could become electives so as to promote students’ use of the services. Some electives could be introduced by Faculties or departments as student needs are identified. Groups of students could also apply to the Grounding Programme to have their initiatives recognised as electives as they emerge from the activities of the Grounding Course.

Some examples of the Grounding Electives are given in Table 1.

Table 1: Examples of Possible Grounding Electives

It is envisaged that the Grounding Programme would accredit Grounding Electives so that they can earn credits as part of the Grounding Course, but that the Grounding Programme would not manage or run the electives. This would be done by the relevant unit.

1.                   Pedagogy

One of the overriding objectives of the Grounding Course is to introduce both students and lectures to a range of new pedagogical tools, and to model a humanising pedagogical philosophy.  Work will be done during 2007/8 to initiate a debate and writing workshops around theories and practice around pedagogy in UFH, which will inform the teaching/learning process of the Grounding Course. There is, however, a commitment to pedagogy that:

·         Is peer centred;

·         Is rooted in processes of dialogue and meaning making;

·         Raises the bar of self-discipline and accountability;

·         Focuses on the praxis that combines new knowledge with meaning making through learning cycles of learning, action and reflection;

·         Recognises the diversity of knowledge and experience of students as they enter the University;

·         Seeks to build bridges and scaffolds between this knowledge and the history of ideas, discourses and literacy’s of academic life;

·         Grapples with the tension between the local and the global in the production of knowledge;

·         Seeks to build bridges between knowledge and the contemporary struggles and choices of young people’s lives.

·         Is built off ideas relating to a humanising pedagogy.

The Grounding Course lies at the interface of knowledge, reflection and value formation.  Its goals include assisting students in their formation of a set of values and ethics for their lives.  It seeks to do so through exposing students to knowledge and experiences that help them to become more conscious, critical and creative, rather than suggesting a more prescriptive or technical approach to value formation.

2.                   Structural Architecture

The Architecture of the Grounding Course is as follows:

·          Umzi:  The smallest organising unit, and the absolute core of the programme structure, is ‘umzi’ (isiXhosa, in/at the house) consisting of 6 first year students.[3] 

      The experience of building umzi is one of the core experiences of the course.  Students are charged with creating their umzi as an inclusive support group, whereby their responsibility is not only to ‘succeed’ themselves, but to ensure that their entire umzi ‘succeeds’.  If the University is an analogy for life, umzi structure suggests that one’s role in life is not only to ensure that you ‘succeed’ but that those in ‘your team’[4] succeed. 

      The ultimate goal is to allow students the experience of living in a way that demonstrates personal integrity and dignity, and contributes to creating the integrity and dignity of others.  The first ‘theme’ of the course will focus on the principles and practices that build toward umzi.  One of the activity ‘glues’ through the process will be an expectation, accountable at the level of umzi to engage in a systematic group-monitored autonomous writing project across a student’s University career.

·          Ingingqi:  Imizi will be organised into ingingqui (isiXhosa, neighbourhood), consisting of 18 students, in a spirit of ubumelwane (isiXhosa, neighbourliness).  This will be the core unit for discussion, experience and debate.  One third year undergraduate student will be responsible for the mentorship-facilitation of each ingingqi, occasionally supported by post-graduate students.[5]  Ingingqi will meet weekly for discussion and activity sessions. 

      Note that one post graduate student will be allocated to 5 iingingqi, to provide mentorship and support where needed.

·          Village:  5 iingingqi will combine to form a village, of approximately 90 students.  Attached to each village will be one UFH post graduate and one lecturer.  It is at the level of the village that more senior input will be given.  Each village will meet for at least two hours, once per theme.

·          Isithili:  10 villages (900 students) makes up isithili (isiXhosa,’region’).  A dedicated junior facilitator and senior academic facilitator will be allocated to each isithili, with the primary purpose of providing training, support and materials development to the lecturers, post graduate students and third year students in their region.

·          Imbumba:  The University community is consolidated into imbumba.  The University is united into a community of purpose at this level. 

The architecture is summarised in the table below:

Table 2:  Architecture:  Grounding Programme

Note:  We will probably want to shift this terminology to some extent to be more inclusive of other languages, Sotho, Venda, Shona...

3.                   Rhythm of the Course

3.1.                Overview

The Grounding Course is proposed to be organised into learning cycles[6], each organised around a specific theme, scheduled across the 27 academic weeks of the UFH calendar, excluding exam periods and holidays.

The elements of the model include the following:

·          The course is transdisciplinary in nature, drawing from disciplinary knowledge and resources organised around a series of themes.

·          The relationship between the course and the disciplinary knowledge offered within the University through mainstream courses should be made explicit.  Thus, students should have a sense of their mainstream courses flowing from pointers identified in the core course.

3.2.                Rhythm of Each Learning Cycle

Each learning cycle will follow a rhythm, inclusive of the following:

·          A Reader:  A core reader of between 20 and 40 pages per theme, including provocative and debate producing knowledge attached to each theme (history, literature, politics etc.)

·          Two Videos:  Two videos will be selected that relate to each theme area.  These will be played at least four times a week in public venues at the University on all campuses.

·          UFH Video Series:  Each theme will be complimented by a video series made explicitly for the purposes of the Grounding Programme.  This will be video’s of people (both within Fort Hare and outside) who will be talking directly to UFH students, via video inputs, on specific themes. 

·          Archival and On-line Material:  For each theme, there will be archival materials, drawn mostly from UFH archive materials incorporated into the study area.  Included in this will be case study material drawn from UFH research. Use will also be made of online materials, possibly blogs and chat rooms on the UFH intranet.

·          Individual and Group Activity:  For each theme, there will be an individual and a group activity / assignment.  The assignments will be developed to help students apply knowledge to their own selves and local environments. 

·          Year Activity:  Each umzi would be tasked through the course of the year to plan, undertake and evaluate a project (art, community service, community mobilisation, writing) that speaks to the knowledge gained through the core course.

·          Song:  A song will be learned in each theme area – introducing students to the songs, philosophies, and languages of Africa.

·          Creation Awards:  For each theme, each Village will put forward its most creative contribution for both the individual and group activity.  An iincoko of sorts will be scheduled in the week after each theme for these contributions to be shared and celebrated.

During some Themes or learning cycles we would have a Professor in Residence who would act as an intellectual animator, a mentor for the facilitators and give public lectures relating to each theme, particularly during its first year.

An example of a learning cycle activity is given in Table 3.

Table 3: Activities within a learning cycle.

NB: Umzi be expected to meet weekly for support and guidance throughout the course of the year.

3.3.                Content Outline

We are still in the early phases of the content design. 

The course is suggested to be structured into 9 themes, each organised into a three week learning cycle.  An early indication of possible organising ‘themes’ is outlined as follows.  

4.                   Credit System

It is provisionally proposed that the Grounding Programme be given the status of a 32 credit course, equivalent to a first year two semester course. These credits will be recognized by the student’s Faculty and go towards the credits for the student’s Bachelors degree.  Details of the exact distribution of the credits across the Grounding Course and the Grounding Electives still need to be resolved but the general proposal follows.

The first year undergraduate Grounding Course will be allocated 16 credits. Students would complete a series of activities to obtain a pass or a distinction for this Course which would include: regular and active participation in their umzi; successful completion of a portfolio of group tasks and outputs; and at least four individual written assignments.

The other 16 credits will be allocated to the Grounding Electives. Electives may carry different weightings, depending on the extent of their activities, but an average elective would carry 3 credits and students would normally have to complete 6 electives, 2 per year.  Fulfilment of the requirements of the particular course or activity, signed off by the relevant Director, Department Head or, in the case of student driven projects, the accredited staff member, would qualify the student for the relevant credit.

1.                   Overview

In the resolutions presented to the EMT in June 2007, it was motivated that a transdisciplinary centre (Centre for Applied Transdisciplinary Enquiry) be created to coordinate the Grounding Course, as well as other transdisciplinary initiatives in the University.  The idea and objectives of such a Centre are laid out in Addenda A.

The debate surrounding the establishment of such a Centre is somewhat linked and somewhat autonomous to the discussion of the Grounding Programme.  If there is strong University support for this proposal, it would provide a strong organisational vehicle for the Grounding Course.  If this proposal is not immediately adopted, another location would have to be identified from one of the units, centres or institutes already in existence.

The unit which runs the Grounding Programme would have dedicated staff and be responsible for :

·          Resourcing, coordinating and deepening the intellectual project of which the Grounding Programme aims to promote among students and staff;

·          Designing, developing and coordinating the Grounding Programme and particularly the Grounding Course;

·          Providing the overall oversight for the quality control of content and the administration of  the Grounding Programme credits;

·          Accrediting  the Grounding Electives;

·          Appointing and managing the facilitators, mentors, postgraduate students and lecturers involved in the programme;

·          Evaluating the Programme and its outcomes and conducting research to promote ongoing innovation.

2.                   Human Resource Requirements

Once the Grounding Course is being offered, it is envisaged that the institutional space holding the process would require:  1 Senior Academic Director, 2 Senior Academic Facilitators, 3 Junior Facilitators (Masters), and Administrative support.

The broad development and implementation phases are proposed as follows:

The following process map is put forward for 2007:

The intellectual epicentre envisaged for driving the creation and systematisation of the Grounding Process, as well as other cross-faculty curricular innovations is proposed to be a new ‘Centre for Applied Transdisciplinary Enquiry’ to be established.  The organisational idea for the Centre is inspired by the idea of a spider-web, roughly illustrated in the figure below.

CATE – the centre where the spider rests - will knit together innovative centres, people and projects across the University into one intellectual project / conversation.

Figure:  Centre for Transdisciplinary Enquiry (CATE)

Objectives

In the first instance, the objectives of the Centre are as follows:

·          To resource, coordinate and deepen the intellectual project that ties together innovations within the University, with particular reference to – building and deepening communities of practice, systemically encouraging innovation in teaching and research, deepening intellection and theorisation processes around innovations at the University, and ensuring intellectual production and cross-pollination across sites.

·          To design, develop and coordinate the Grounding Course (but not the Grounding Electives) across the University.

·          To design, develop and coordinate a Post Graduate Programme in Development Leadership, tying together innovations across the University into a post-graduate intellectual project.

Envisaged in the establishment of this Centre is also a commitment to identify a Chair with significant intellectual stature / gravitas, as well as the requisite curiosity and boldness to embrace and nurture innovation.

Funding

It is suggested that the establishment of the Centre will rely on three funding sources:

1.       Core University Funds: University core funds would have to underwrite the initial sustainability of the Centre, ultimately held accountable to undergraduate, post graduate and research outputs.

2.       Programme Contributions:  It is envisaged that all programmes within the University that are largely based on external funding but see themselves within this intellectual web, would be asked to donate a percentage of earnings to the Centre.  In this regard, it is envisaged that a special dispensation be established whereby the percentage of externally raised funding normally routed to central admin, be split between this and supporting CATE.

3.       Fund Raising:  It is envisaged that some significant external funding would have to also be secured for the sustainability of the Centre.  It is hoped that the VC could lead the process of fund raising based on the proposed Business Plan to be finalised by the end of August.

G4.                Tentative Plan

There are four areas of research that underlay our ability to undertake the development of the Grounding Programme.

Closely associated with this research agenda is the commitment to deepen the intellectual process by writing up the curricular renewal process to date, and to deepen the thinking and ideas driving the process.    Dean Gilbert will provide intellectual guidance for this process.

Download the August 2007 Senate rapport as PDF