THE STUDENT AFFAIRS DEPARTMENT
The Students’ Affairs Department is one of the many departments in Covenant University. It was set up as a means of attending to the welfare and general wellbeing of the students of Covenant University. They are also responsible for enforcing the university rules and regulations in an attempt to ensure that the students have a hitch free stay on campus. To department is divided into three units namely: Admin. & Special Duties, Residency, and Monitoring, Surveillance & Security; headed by Assistant Registrars, who report to the Dean Students’ Affairs through the Sub Dean, Students’ Affairs.
VISION
Their Vision is to support and promote the present and future well-being of students, making them become the Total Graduate in accordance with the Covenant University objectives. The Department is designed to enforce the core values of the University and enhance the success and development of the students through innovative programs; supervision of the provision and delivery of services; as well as maintaining continued partnerships with other departments in the University.
MISSION
Their Mission is to create a healthy learning environment for all students, by building and fostering a good relationship with students. They can achieve this by monitoring all aspects of their activities in and out of the university campus. They champion interest in a holistic sense into the welfare of the students as they groom them into the respectable, disciplined, studious and well natured eagles ready to fly and take the world. They promote this by ensuring provision and delivery of all support services to serve the needs of the students.
The concern in the department is to collaborate with Students, Faculty and Staff to c...
... middle of paper ...
...s as stated in the students handbook. Guilty parties are asked to correct themselves and reluctance to do so or repetition of the offence results in filling of offence forms which will be forwarded to the student affairs office.
• HANDING OUT OF BANK, DAY AND HOME EXEATS
• TYPING OF REPORTS AND MEMOS
• HALL SEARCHES
• BED CHECKS AND HEAD COUNTS
• WORKSHOPS
OBSERVATIONS AND NOTES
• They have a lot of free time on their hands where they just sit around doing nothing
• They do not perform the familiarity tour
• The students complaints are not always treated
• They were quick to push some of their duties on us (the CLD group)
• Some porters are very rude, unapproachable and unprofessional
RECOMMENDATIONS
• They should foster better relationships with students
• They should try to take all their duties seriously not taking some for granted
• They should correct with love
used in an educational environment. The AT register is distinguished from the casual talk (CT) register, which is the language used in regular, everyday communication. van Kleeck argues that children from “culturally and linguistically diverse” (CLD) backgrounds with “language impairment” (LI) are more predisposed to weakness in the AT register, which can be detrimental to future success in all levels of schooling (van Kleeck 724). It is important for SLPs and teachers to encourage the development
Community, Learning and Development (CLD) has played a unique contribution to contemporary society. CLD has been around for a long time however only recently became a recognised integral profession. With societal and political issues influencing CLD policy and planning, ensuring they support all walks of life, with effective community engagement and high participation. There are several different ways in which to define a community; a community can be defined geographically – when people live in
last dimension of CLD student biography which is the academic dimension. This involves all aspects of teaching content in the classroom. Then Herrera goes on to explain methods for teaching in the way of biography driven planning, teaching, and assessing. I am going to focus more on the last dimension in my reflection because that chapter really spoke to me. Overall Herrera talks about the academic dimensions and some of the conflicts that arising in this aspect. Many times, CLD students are academically
1. When researching I found a post that listed a couple of limitations with the WIDA assessment. The first limitation is that the “students take almost the test each year” (Strauss, 2015). I found that some people believe that because the test is given annually the students will have been exposed to the questions in years before because “only one-third of the test’s items are refreshed annually” and because that “even the weakest students are able to improve their scores from one year to the next”
potential. This is a big issue in our increasingly diverse society, and the high incidence of pedagogically induced disabilities must be addressed. There are a number of possible causes behind the amount of culturally and linguistically diverse (CLD) students in the special education system. One of the main causes is the potential for racial bias to affect the diagnostic and referral process. Arnold and Lassmann, (2003) suggest that by looking closely at the diagnostic process, it is possible
character who is a poor mechanic who finds out his beloved wife would act.” In this way, I could introduce the many cast of characters within the novel. Then, later on throughout the novel, I could use this as exercise to assess how well my Russian CLD and ELL students were grasping the characters’ motivations, backstories, and attitudes. For instance, I could ask them “how would Jay Gatsby walk when Daisy comes over” or “how would Daisy Bucannon walk when she finds out Jay had been shot.” In these
I met Mr. M, a chronic liver disease (CLD) patient with MELD score of 25, on the medicine service where he spent 2 weeks with us fighting with the disease. During my first encounter with him, I tried to appease his anxiety with a gentle smile, while trying to obtain a good history of his present illness. I remember reviewing the pathophysiology, treatment guidelines, and prognostic factors of CLD, all the while thinking about how I could apply the knowledge to help Mr. M get better. The process of
Justice. I will discuss the changes that have taken place in our professions and the guidelines and regulations that we must adhere to. In addition to this I will examine the positive and negative outcomes of my group experience working together with CLD, Social Work and Education Students. I will also address the historical perspective in addition to the philosophical perspectives. There is a current belief within the government that the focus on income over the last decades has ignored the root causes
to be effective they need to have knowledge of the three dimensions and teach in a culturally sensitive matter. They need to create structured learning environments, implement a supportive classroom environment, and provide access to resources for CLD students who have learning
University EL 7095 Dr. Compton Abstract Cultural diversity is increasing in our schools and directly affects how we work with students with disabilities. There is also a disproportionate representation of Culturally and Linguistically Diverse (CLD) students in special education (Chu, 2011). The following paper will explore cultural diversity and the special education referral process including implementation of Response to Intervention (RtI). It will also assess some of the data in Mooresville
Diversity and Curriculum Development According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of
connection between theatre and leadership, providing further evidence of the positive effects of the arts. The college students were surveyed using a leadership survey adapted from the Center for Creative Leadership’s (CCL®) Campbell Leadership Designator (CLD), self-rating on leadership traits, as well as notating whether or not they had taken on any leadership
included English language learners the Modified Checklist for Autism in Toddlers (M-CHAT) and the Social Communication Questionnaire (SCQ), but the standardization processes for these materials is not as complete, because they still have not included the CLD populations in the material they presented. Also it is fundamental to recognize that the practitioners should not utilize standard result scores that it’s sample does not represent the population or the language and does not have provided computational
The idea of curriculum origins in Greece where was, literally, a course; in Latin, ‘curriculum’ was a racing chariot (currere was to run). Today the term ‘curriculum’ refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school and refers to the knowledge and skills students are expected to learn. In reality, curriculum is more than course. This is: ‘All the learning which is planned
The problem represented in this paper is the low academic achievements of students in multicultural classrooms, especially students of minority status who are facing a world full of challenges and struggles as they grow-up and embark upon their journey through education systems. Unfortunately, minorities are disposed to discrimination, harassment, bullying, prejudice, abuse, violence and other victimization. These factors that a minority status student might face consequently affect his/her achievement