TDP PORTFOLIONAME AND SURNAME: ANTHONY OLUSEGUN OBILANAOCCUPATION: LECTURERINSTITUTION: CAPE PENINSULA UNIVERSITY OF TECHNOLOGYDEPARTMENT: FOOD TECHNOLOGYTeaching was not my first career choice, but ever since making the switch 12 yearsago (Appendix 1.pdf), I have not looked back and don’t regret the switch.I started offlecturing food technology and food chemistry to 1 st, 2nd and 3rd year students, butnow, only lecture food industry management and food analysis to 3rd year and BTechstudents respectively.In the beginning my objective was to deliver the content of thecurriculum for the particular subject I was teaching and to achieve a 60% pass rate inmy classes. Now there has been a shift to include understanding and levels ofknowledge imparted in students based on different abilities of the different groups ofstudents that can be expected in any one class.Teaching and Learning (T&L) was not a concept I was aware of in the early parts ofmy teaching career, but since 2008 when I started lecturing at Cape PeninsulaUniversity of Technology (CPUT), T&L has become an integral part of my career,initially through initiatives and opportunities created by the department,graduallyprogressing to voluntary seeking out T & L seminars, workshops and articles thathave helped improve my “lecturing” over the years since (Appendix 2.pdf)My first exposures to T & L was necessitated by the need for the department to re-curriculate the different offerings available to students, and how it would be offered.During the course of re-curriculating, it slowly started to dawn on the lecturers (me)that a total paradigm shift was required in order to be able to fulfil adequately the
roleof “lecturer”. At this point FUNDANI (Appendix 3.pdf) was consulted to help withthis paradigm shift.During the curriculum review process, I was introduced to several conceptspertaining to students learning and understanding. These concepts include, Bloomstaxonomy, Revised Bloom’s taxonomy, which in brief identified knowledgedimensions and cognitive processes of a learner. This led to a curriculum analysisand assessment workshop facilitated by Marrianne Bester and Frederika de Graaff-Mazaza of Fundani, which helped me as a lecturer learn, understand andconsciously implement on a continuous basis, certain assessment concepts namely;reliability, fitness for purpose, fairness and validity of assessment tasks, which at thispoint in time was basically my introduction to constructive alignment, though I wasnot aware of it at the time (Appendix 4.pdf).Over the last year I have attended various informal T & L seminars organised by theFood Technology department for staff of the Food Technology department andfacilitated by Dr M. Krugel. A lot of her offerings came from the Fundani (Dr L.Hassan) funded and facilitated Teacher Development Program (TDP) which she wasattending at the time, A program I am currently attending due to the wealth andusefulness of information to be gained from attending (Appendix 5.pdf). During oneof these informal T & L meetings convened to address the never ending issue ofpass rates, I posed the following question to an invited speaker (Dr L. Hassan); Whatwould we (I) have to do in order for Fundani to be able to help us (me)?Subsequently, I met with Dr L. Hassan who helped develop case studies tailor madeto suit the objectives and outcomes of my Food Analysis (FNA 400S) class(Appendix 6a.pdf, Appendix 6b.pdf, Appendix 6c.pdf, Appendix 6d.pdf) (Appendix7.pdf). These case studies were implemented in theFood Analysis class in the firstsemester of 2012 (Appendix 8.mp4).During the first term of 2012, starting from February, I got the opportunity to be adelegate in the Teacher Development Program (TDP), organised and hosted by
Academic Staff Development, Fundani, CHED and coordinated by Dr L. Hassan.This program has empowered me to be the best lecturer I can be, through identifyingall the tools available to me and equipping me with some I may be lacking. One ofthe first activities we were asked to carry out was to draw a community map(Appendix 9.JPG) which helped me to identify and be cognisant of all the resourceswithin my community (CPUT Bellville campus) that as available to me for use inaccomplishing my tasks as a lecturer successfully.From the very first session of the program, I started to realise that, there was still lotsof room for improvements in my efforts (this was startling considering I’d beenteaching for 12 years and do know I’ve improved and gotten better over the years). Alot of concerns I was having with respect to the way I was teaching was beenconfirmed and finally admitted to myself that a paradigm shift was definitely requiredand made a commitment to the necessary changes.I have always worked with a learner guide in my classes, one that contained fancywords depicting what was required of the students and providing “resources” to helpthe students achieve the outcomes of the subject matter. But what I was not doingwas aligning the content of my learner guides with classroom activities and onlypartially with my assessments. I was basically setting the students up to achievesurface learning (memorising) and no deep learning, which is the desirable outcomeof educating a student. I guess I always had an Idea things (my delivery, preparationetc) could be done better, but was not really sure how. I mainly was a talk and chalktype of lecturer with little interaction between myself and the class or between thestudents themselves. Half way through the TDP program, and I can see there is adifference in my delivery(Appendix 10.mp4), from the video of my recent delivery,unfortunately I don’t have one of my previous delivery in class. Also the change inthe interaction levels between the learners and myself, as well as amongst thelearners themselves (Appendix 11.mp4). There is a marked improvement in thequality of my power point presentations (Appendix 12a.pptx, Appendix 12b.pptx,Appendix 12c.pptx), although I still need to work on the amount of information put ona slide. I have developed a lesson plan for one of the topics to be covered in class,
and made this available to the students (Appendix 13.pdf); I intend to extend thispractice to all my classes in the very near future. Interaction between the studentsand I has improved tremendously to the point that the students are encouraged toengage and dialogue with me on all aspects of Food Technology in general, andFood Analysis in particular. The first session of my class every semester is used togo through the learner guide for the course and also to develop rules and regulationswhich govern our expectations and behaviour in class, I have developed a learningcontract (Appendix 14.pdf), which will be further improved upon by all concerned andused as a guide from the 2nd semester of 2012 onwards. For the food analysis class,from the first day students are grouped randomly and requested to sit through allclasses during the semester in their groups, they are required to work on the casestudies as a group and also to grade peers’ presentations as a group. All activitiespertaining to the class are carried out as a group. This was done in order to fosterinteraction and hopefully mentoring amongst students within a group. The groups areencouraged to interact within and outside of the group in order to be able to getdifferent views of the same problems and solutions. I started using social media(facebook) to help keep communication channels and dialogue open between thestudents and I (Appendix 15.JPG). Usually towards the end of the semester, alecturer evaluation is done by the students (Appendix 16a.pdf, Appendix 16b.pdf).This form is a generic form used by the whole department, but following myattendance of TDP I will modify it for better feedback and subsequent improvementin my teaching. Overall the feedback from students is favourable, but I must admit Icannot wait to see the results of this semester’s (1st, 2012) evaluation. Theevaluation has always been a useful tool for me to see what needs to change for thenext offering of the course. What I need to do to the evaluation form now is to modifyit to accommodate evaluations of changes made during the class times, delivery etc.In general, I have tried and do continue to strive for improvements in my styles, andnow more than before try to bring the learners along on the journey, so that they areaware of what my objectives are as far as my scholarship of teaching and learning isconcerned, as well as what the course is all about. I have stopped stereotypingstudents (classifying students into groups) and started worrying more about what Iam as far as a “lecturer” is concerned. Continuous improvement is my goal as far as
T & L is concerned. With the help of Fundani, and whatever resource I can find, I willcontinue to work towards this goal. Been aware now of the many different facets of T& L makes it easier to concentrate on a particular aspect and do it properly asopposed to floundering aimlessly in the vast arena which is T & L. With the TDP(Appendix 17.pdf) I am now more aware and as such am better equipped to furtherimprove myself as a lecturer, though ever since T & L had become a part of thedepartment’s strategy, I have come to view myself as a learning facilitator, asopposed to just a lecturer.
Appendices 1. CV 2. Leadership in Teaching and Learning Certificate 3. Fundani Web Page 4. Curriculum Analysis Workshop Program 5. TDP 2012 program 6. Case Studies (a – guidelines for designing; b – case study; c –rubrics) 7. FNA400S learner guide 8. Group presentation of Case study 9. Community Map 10. My Lecture on video 11. Group presentation with discussion 12. Lecture Power points (a- GC; b – HPLC; c – Electrophoresis) 13. ICP Lesson plan 14. Learning contract 15. FNA400S facebook page 16. Student evaluation of lecturer (a and b) 17. My Journey through TDP so far