IMPROVED CLASS ATTENDANCE AND PASS RATE: A CONSEQUENCE OF EFFECTIVE COURSE COORDINATION AND TEAMWORKING

1.1    Introduction

By definition, co-ordination is the unification of the efforts of group members so as to provide unity of action in the pursuit of common goals. Co-ordination is orderly arrangement of group efforts to provide unity of action in the pursuit of common goals. It leads to the harmonious functioning of parts for effective results. Co-ordination is the act of coordinating, making different people or things work together for a goal or effect.

Drawing from the above, we can see course co-ordination as a collaborative process of planning, implementation and evaluation of course policies and instructional activities designed to enhance learning. Course coordination requires leadership and this leadership is to build, develop, implement and review the course. A course coordinator unifies activities, responsibilities and command and control structures within the department so as to ensure that resources are used most efficiently in pursuit of the specified objectives.

Given this short overview, as a course coordinator, I have to collaborate with others within my team, harmonise functioning parts within the group, unify group members’ actions, responsibilities and efforts, establish feedback and control structures within the group. All these are required if the departmental objectives is to be achieved and the corporate goals and visions of the college attained.

If the vision of an institution of learning is to be achieved, course co-ordination should make some positive impacts if its pass rates in respective courses are high enough. High levels of attendance and punctuality are some of the factors that could guarantee high pass rates. If high pass rates are to be ensured, there should be effective course co-ordination within sound team-working. Effectiveness here entails improving student engagement and learning.

1.2    Coordinating for Improved Class Attendance and Punctuality

Toward ensuring high levels of punctuality and attendance of the international students, in collaboration with the Curriculum Manager or Head of Department and other teaching teams, a course coordinator will:

·         on induction, create the awareness of the institution’s attendance policy and procedures and how adherence to such rules are taken seriously;

·         set the smart targets for class attendance and punctuality and communicate these to the Curriculum Manager/Head of Department and teaching team members;

·         continuously, stress the negative effect of low class attendance and punctuality, and the effect of these on academic performances;

• set up class registers at the beginning of each year and provide the appropriate member of the teaching team with an up to date class list;

·         oversee the implementation of the attendance policy and procedures by ensuring that members of the teaching teams keep accurate attendance register;

·         ensure the collection of accurate statistical data on punctuality and attendance;

·         develop efficient monitoring and evaluation systems;

·         communicate with members of teaching teams regarding concerns of individual students that are related with attendance and punctuality;

·         evolve discussions (formal and informal) with students having low attendance and punctuality problems;

·         request concerned members of teaching teams to turn in attendance registers at the end of every week;

·         send my weekly absence return for the preceding to the Curriculum Manager/Head of Department;

• generate attendance statistics weekly to monitor and evaluate data.

·         ensure that erring students are sanctioned in line with the provisions of the college attendance policy;

·         hold regular meetings and discussions with the students, teaching team members and the Curriculum Manager/Head of Department on how we can record and sustain high levels of class attendance and punctuality.

In addition to these, a course coordinator should institute a one-on-one continuous tutoring of students with attendance and punctuality problems on what they can do personally to improve class attendance and punctuality. The following four steps are recommended:

      i.        Looking at the cause of poor attendance and tardiness. - (analysing the causes of lateness or absence from each class);

    ii.        Identifying the consequences of poor attendance or tardiness. (lowered final grade etc).

   iii.        Setting goals to increase motivation to attend class and be punctual – (think of the negative consequences for poor attendance);

   iv.        Talking to me or other members of the teaching teams about plans to improve attendance and punctuality.

1.3    Coordinating for Improved Pass Rates

If there are high levels of punctuality and attendance, there is every possibility of high level of pass rate. However, if a high level of pass rate is to be achieved, it will take the concerted efforts of the course coordinator and the teaching teams, right from the beginning of the session. This requires regular and prompt lectures delivery and sound assessment by the teaching teams. Specifically, a course coordinator will:

·         distribute the course syllabus for the course to members of teaching teams of during the first week of the session;

·         set a pass rate target of 100%;

·         meet with the course lecturers at the beginning of the session (before classes start) for discussion of the course delivery. This will include information about the target pass rate and the review of the planned weekly schedule of the course material;

·         follow up periodically, with lecturers on the progress of the course lectures delivery (and tutorials) according to the course syllabus so as to ensure adequate coverage of the syllabus on time;

·         perform the student evaluation of the coverage of course outcomes within the last week of the term and interpreting the results and requesting feedback from course lecturers (if needed);

·         report course related concerns and/or comments made by students and course lecturers, to the Curriculum Manager or Head of Department;

·         analyse students’ data on examination results to check the pass rate, determine those who succeeded and who might need additional resources to excel and why there are failures (if any);

·         monitor students’ performances on continuous basis.

1.4    Course Coordination and Team-working

             Working in teams is not easy if the culture of hierarchy is maintained. In order to achieve all I have discussed, it is essential for me, members of my team and members of teaching teams to develop and sustain the attitudes of effective team-working. For members of a small team to work successfully alongside each other in the large team, they all require the following:

·                Respect for individuals. Each member of the team has been selected because he or she has something to contribute towards achieving the objectives that have been set. Accordingly, regardless of the person's hierarchical ranking or academic qualifications, he or she must be respected and must respect the other members of the team.

·                Confidence in the capabilities of other team members. Confidence must be placed in each person's capabilities and in what he or she is able to and undertakes to contribute.

·                Sharing of skills and knowledge. Since the team is multidisciplinary, each team member has to share his or her own knowledge and skills by teaching them to the other team members, and has to learn from the others any skills and knowledge that he or she does not possess.

·                Active participation. The group has to create a working dynamic such that everyone is able to take an active part. Anyone who does not take part is superfluous: the group does not need that person.

·                The knowledge that everyone depends on the group and that the group depends on everyone. Everyone has to learn that success or failure does not depend on him or her alone, but on each and every member. Everyone needs to learn to rely on everyone else.

·                A sense of responsibility for doing his or her part. If success or failure depends on each member of the team, each must possess the sense of responsibility necessary to do his or her part and not to detract from the group's performance.

1.5     Conclusions

It is essential that course coordinators exhibit the need for a welcoming and well-informed host environment and suitable specialist services. If all issues highlighted in this paper are put into practice, I strongly believe that high levels of punctuality, attendance and pass rate in our institutions of learning.

A Paper Presented at South Thames College, Wandsworth, London, United Kingdom