BY Prof. E. B. Babatunde

THE IDEA OF A UNIVERSITY
BY Prof. E. B. Babatunde
Department of Physics 15th of June 2007

INTRODUCTION
We have listened to a number of great, stimulating, captivating and thought provoking ideas about the University. We have heard among others the history of University – how it all began, its purpose and objectives.

One thing they agreed clearly on- objectives:
imbue the human mind with
knowledge,
tolerance and
vision, and
attitude of enquiries.

In other words, the University is to teach, offer training in skills, research to create knowledge and  offer services to make impact.

The primary assignment of a University is therefore to her students. According to the words of our Registrar “no student no staff”, the vice versa is also true i.e. “no staff no students”.

The immediate and closest human contact with the University is her students.
The University is expected to help them qualify through training programmes
in diverse disciplines in human
endeavor and get them developed into responsible thinking citizens,

prepared for a life time of learning and equipped with the professional and technical skills needed by their society.
Therefore according to the word imbue, the University is to fill the mind of the students, coming in contact with her, with quality and relevant knowledge and sound moral.

THE UNIVERSITY STUDENT – PERSONAL REFLECTIONS.

In my University days, we regarded the University as the highest place for the highest learning and acquiring knowledge to degree level and beyond.

You aspire to get into it; you were envied and highly regarded among your peers if you get into one because majority of them ended up at Teacher Grade II Colleges at the best or even lesser institutions.
 

There was the impartation of quality knowledge and training. But the faculty staffs were far away from the students, there was no “in-loco parentis”. We met and saw our teachers only in the classrooms, and once in a year at the ‘hall dinner’.

Therefore, the students had unlimited freedom. Every student was housed and fed at very minimal cost.
They could go out or come in at will, especially those of them who were on one scholarship or the other.
They were free to do anything, form and associate with any society.

To the students, this was “do what you want with yourself”. It implied that a student was responsible for his/her moral and spiritual development, i.e.
developing his manhood/ womanhood, personality and character formation, assuming them to be adults.

The result of such unlimited freedom are:
some turned out to be responsible citizens, and
some turned out to be irresponsible and perhaps misfits in the society.

Therefore, I am proposing to the university, that students should not be left unmonitored and unmentored as they are less matured today.

 THE UNIVERSITY STUDENT,
Monitoring Student’s Progress
Mentoring Student

STAFF WELFARE

UNIVERSITY - TOWN IMPACT.

A monitoring programme should be instituted to achieve the TMC objectives. “In-loco parentis”- organized to accomodate more staff to participate. The Covenant University Total Man Concept (TMC) and Spirituality programmes are commendable.

But the university can make it a definite faculty assignment. I know this may mean a lot of sacrifice on the staff, but it is worth it. Some lecturers are doing it now voluntarily.

MONITORING THE STUDENT LEARNING

Definition Of Monitoring
Monitoring is defined as keeping track of student learning / personal behavior by teachers for purposes of making instructional and behavioral decisions and providing feed back to students on their progress.

Monitoring involves
keeping watch over,
supervising,
scrutinizing and
checking systematically students’
performances.
Combining these, monitoring involves record keeping, reporting and decision making on the students’ progress

Why Monitoring the Student’s Learning.

Since the University is to disseminate knowledge effectively to the students, monitoring of student’s learning should be an aspect of the assignments of the lecturers in the University.

The reasons for this being that, the University must realize and accept that students are her integral part and closest human contact. The students eventually become the University’s branded products and her image to the public world.
They are our letters written to the public as Paul called the Corinthians in 2 Cor. 3: 2.

Students must therefore be monitored and mentored by the University through their faculty Staff, not only for academic
performance but also for good moral development in each of them.

Monitoring student’s learning progress is an essential component of high-quality education, one of the factors differentiating quality and effective schools and teachers from ineffective ones, and a strong predictor of
students’ achievement.

METHODS OF MONITORING
STUDENT LEARNING
1. The Classroom Teaching

Interactive lecture session during
classroom discussions to check their
understanding of the material being taught.

Circulating around the classroom during
seatwork and engaging in one-to-one
contacts with students about their work.

Assigning, collecting, and correcting homework; recording completion and grades

Conducting periodic reviews with students to confirm their grasp of learning material and identify gaps in their knowledge and understanding.

Administering and correcting tests; recording scores.

Reviewing student performance data collected and recorded and using these data to make needed adjustments in instruction.

2. Method of Seat Work - Practical Classes

Having systematic procedures for
supervising and encouraging students
while they work.

Initiate more interactions with students
during seatwork periods, rather than
waiting for students to ask for help.

Giving extra time and attention to students
they believe need extra help

Having more substantive interactions with
students during seatwork monitoring, stay
task-oriented, and work through problems
with students.

3. Monitoring Homework (Assignments)

Closely tied to the subject matter currently
being studied in the classroom.

Given frequently as a means of extending
student practice time with new material.

Appropriate to the ability and maturity
levels of students.

Clearly understood by students.

Quickly checked and returned to students.

Graded and commented on.

Definition of Mentoring

Mentoring is defined as a sustained relationship between a youth and an adult ready to offer support, guidance, and assistance as the younger person goes through a difficult period, faces new challenges, or works to correct earlier problems.

There are two broad types of mentoring: Natural/informal and Planned/formal mentoring.
Natural mentoring occurs through
friendship,
collegiality,
teaching,
coaching, and
counseling,

while planned/formal mentoring
occurs through structured programs
in which mentors and participants
are selected and matched through
formal processes designed by
a particular organization to meet
it needs. The former is more applicable to our case.
 

MENTORING STUDENTS

Mentoring students is an aspect of training, one of the objectives of the University, especially a University like Covenant University, which is a Christian University. It is for molding, shaping the student’s personality or his character formation by an adult of proven integrity.
 

Monitoring of student’s learning is for quality achievement in his academics, while mentoring deals with his moral development. The two of them together produce a Total Man.

Why Mentor?

To provide general induction support,

To provide a source of help and advice on
all aspects of the professional role,

To support the translation of skills, theories
and ideas into professional practice.

To provide constructive feedback on staff
activities,

To help in identifying and planning
personal development,

To provide a 'critical friend' outside the
management framework.

Benefits
a.To Mentee (The Student)

Mentoring will help to achieve at least some of these issues:
Settling in and developing networks more
quickly,

Overcoming feeling of isolation,

Receiving advice and encouragement,

Help with problem-solving,

Gaining insight into own performance
through a 'critical friend',

Identifying development needs and
opportunities,

Learning from the practices and strategies
of the mentor,

Will have a 'critical friend' outside the
management framework.

b. Mentor (The Staff)

Most people find that the following result from mentoring:
Intellectual stimulation from a challenging
relationship;

Gaining additional insights into the
processes of teaching and learning;

Reflection on own management and
teaching styles;

Enhanced organizational reputation;

Add to personal development;

Satisfaction through involvement in
professional development of colleagues;

Career progression;

Opportunity for an active contribution to the
development and quality of the
Organization.

Recognition for contribution made to
personal development of a staff.

GENERAL PERSONAL ATTRIBUTES OF MENTORS

A mentor should be
positive,
enthusiastic,
supportive,
trusting,
focused,
goal oriented,
knowledgeable,
observant,
respectful,
patient and
assertive.

In general terms, a mentor should be able to:
Listen actively to another's views,

Ask open questions,

Reflect back feelings,

Make suggestions but avoid being
prescriptive,

Summarize the main points of a
discussion,

Give constructive, positive and precise
feedback.

FACULTY STAFF AND WELFARE

The quality of the Faculty Staff and their research promote and announce the University. Therefore, the University must attract the best of Faculty Staff. To attract and retain them, their welfare, such as housing and well equipped office, must be paramount and a priority to the proprietor of the institution.

Their remunerations must be handsome and comparable to their peers else where. One is glad that Covenant University has been very considerate about this. However, apart from promotion which moves a Staff from one level to another, there is usually the moving of every Staff from one step to another on their salary grade levels.

The University may wish to consider this. It gives incentive to staffs. But this does not replace DUVA or DUVAA, which is earned on account of value added by the individual staff.

UNIVERSITY – TOWN IMPACT

The University is regarded, to be an industrial Institution producing qualified manpower for the Nation. This, of course, reduces the importation of foreign experts as Nigeria used to do and is still doing for various assignments.

Universities in Nigeria are yet to impact effectively her immediate environment. Their research results are mostly relevant in developed countries because they do not meet the immediate needs here. Therefore to make an impact especially in the third World countries, the University must embark on basic researches and the ones that provide solutions to their problems.

For example, there are specific and obvious national challenges in this country. Energy is one of them. Let all Science Departments here collaborate on one area of Renewable Energy, and develop the technology by which it can be made utilizable in the country.

CONCLUSION

I thank the Chancellor who has demonstrated genuine interest in this programme and by it, we are encouraged to contribute these ideas. I thank the V.C and Registrar for birthing the idea that birthed all these ideas. I thank you all for listening. Stay blessed.