faculty of food and agriculture office of the dean

AB P.38(G)
2015/2016
THE UNIVERSITY OF THE WEST INDIES
ST. AUGUSTINE, TRINIDAD & TOBAGO, W.I.
FACULTY OF FOOD AND AGRICULTURE
OFFICE OF THE DEAN
MATTERS OF THE BOARD, FACULTY OF FOOD AND AGRICULTURE
HELD ON
THURSDAY, 18th FEBRUARY, 2016, at 1:30PM
TO ACADEMIC BOARD MEETING TO BE HELD ON
THURSDAY, 25th FEBRUARY, 2016 AT 1.30 P.M.
MINUTE #
SUBJECT
PRESENTED TO
ACADEMIC BOARD FOR:
Min. #s 49-53
FFA Performance Statistics
Noting
Min. #s48, 55-69
Visit of PVC Alan Cobley to Faculty
Board
Noting
Min. #s 70-76
Visit of Deputy Principal to Faculty
Board
Noting
Min. # 77-78
BFFA P.14
Major in Extension – Proposal Overview
Appendix 1
Noting
Min. # 78
BFFA P.16/17
Pre Req and assessment Changes
to HUEC 3020 - Appendix 2
Noting
Min. # 79
BFFA P.18
DFP Staff/Student Liaison
Committee Meeting - Appendix 3
Noting
Min. #s 80-85
BFFA P.25
Principal’s Memo to Staff-Cost
Containment - Appendix 4
Noting
Min. #s 93-99
Tropical Agriculture Journal
Noting
Office of the Dean, FFA
February 2016
Page 1 of 47
THE UNIVERSITY OF THE WEST INDIES
FACULTY OF FOOD AND AGRICULTURE
OFFICE OF THE DEAN
MINUTES OF A SPECIAL MEETING OF THE BOARD, FACULTY OF FOOD AND AGRICULTURE
HELD ON THURSDAY 18TH FEBRUARY, 2016 AT 1:30 PM IN
FFA LECTURE ROOM B, SIR FRANK STOCKDALE BUILDING
DAEE: Dept. of Agric. Econ & Ext/DFP: Dept. of Food Production/DG: Dept. of Geography
PRESENT:
Dr. Isaac Bekele
Prof. Neela Badrie
Dr. Sa’eed Bawa
Mrs. Brenda Bannister
Prof. Mattias Boman
Ms. Dianne Buckmire
Mrs. Donna Caesar
Dr. Saravanakumar Duraisamy
Dr. Isabella Francis-Granderson
Dr. Wayne Ganpat
Dr. Kathiravan Gopalan
Prof. Gary Garcia
Ms Margaret Gordon
Dr Sharon Hutchinson
Dr. Wendy-Ann Isaac
Ms. Chanelle Joseph
Dr. Uppoor Krisnamoorty
Mr. Stephan Moonsammy
Dr. Selby Nichols
Dr. Hazel Patterson-Andrews
Ms. Sarojini Ragbir
Dr. Anisa Ramcharitar-Bourne
Dr. Ravindra Ramnarine
Ms. Shamin Renwick
Dr. Laura Roberts-Nkrumah
Dr. Govind Seepersad
Dr. Reynold Stone
Dr. Marquitta Webb
Dr. Matthew Wilson
Dr. Lynda Wickham
Dr. Mark Wuddivira
Dean, Faculty of Food and Agriculture
Professor, DFP
Senior Lecturer, DAEE
Administrative Assistant, DFP
Professor, DAEE & Deputy Dean Graduate Studies
& Research
Instructor, DAEE
Administrative Assistant, Dean’s Office
Lecturer, DFP
Lecturer, DAEE
Lecturer & HOD, DAEE
Senior Lecturer, DAEE
Professor, DFP
Asst. Lecturer, DAEE
Lecturer, DAEE
Lecturer, DFP
Temp. Asst. Lecturer, DAEE
Senior Lecturer, DFP
Instructor, DAEE
Senior Lecturer, DAEE
Lecturer, DAEE
Communications Coordinator, Dean’s Office
Temp. Asst. Lecturer, DAEE
Lecturer, DFP
Librarian, S & A Division, The Alma Jordan Library
Lecturer, DFP
Lecturer, DAEE & Deputy Dean, Research Farms
Senior Lecturer & HOD, DFP
Lecturer, DAEE
Senior Lecturer & HOD, DG
Senior Lecturer, DAEE & Deputy Dean, Outreach
and Internationalization
Senior Lecturer & Deputy Dean, Teaching &
Learning
Page 2 of 47
APOLOGIES:
Dr. Jennifer Collymore
Dr. David Dolly
48. The Dean welcomed all to the first meeting of the Faculty Board for Semester 2,
2015/2016. He introduced and welcomed Professor Alan Cobley, Pro Vice Chancellor for
Undergraduate Studies who would be addressing the Faculty Board. He informed the
Board that Prof. Rhoda Reddock would also be making a presentation.
49. BFFA P.15(a), 15(a)(i), 15(b) and 15(c): Performance Statistics by Department for
Semester 1, 2015/2016: The chair told the meeting that these would be discussed first
since the information in these papers would be of interest to Prof. Cobley. The Dean
reported that compared to performance of students in the first semester of 2014/15,
there is a marked improvement in overall performance in comparable period of 2015/16.
The number of courses with percentage failure rate of 25% or more is lower this year.
Secondly, even in cases where the percentage failure rates were 25% or higher in
2015/16, the incidents were observed in different sets of courses compared to 2014/15.
This clearly indicates that the change in the parentage pass mark has very little influence
on success rate. The Dean informed the meeting that performance statistics were
processed only for students who actually wrote the final examination. Using all students
enrolled for a course could be misleading.
50. Head, DFP informed the Board that some of the data submitted from the Department
were incorrect. Head, DG advised that Geography saw the same problem with statistics
from his Department but corrections were made subsequently. He added that only one
course showed a percentage pass of less than 75%. This was GEOG 3113 and he explained
that if the students who do not write the exam were not included, the stats would be
much higher.
51. Head, DAEE reported that AGBU 1005 had been a problem for a while but the statistics
were excellent for Semester 1. He emphasized that the Department will take the
Page 3 of 47
necessary steps to rectify the challenge of poor performance in AGBU 2002. The Dean
commended the Head on the tremendous progress made in students’ performance in
AGBU 1005 and expressed the need to do the same in AGBU 1006. The Dean suggested
that the Departments should engage TAs to assist to enhance teaching and learning.
52. Mrs. Layne reminded Faculty Board that the Student Assistance Mentorship Programme
(SAMP) which the Faculty introduced during the second semester of the 2014/15
academic year plays important role and is available for students support in this semester
as well. Please direct students in need of mentorship and academic assistance to the
Dean’s office.
53. Dr. Hutchinson commented that academic staff were working in an environment of
diminished support and this needs to be seriously looked at. Additionally, core classes
are clashing and students miss a whole hour of some classes. The Dean, while noting the
diminishing support for teaching and learning also emphasized that the Faculty has an
established mechanism for addressing clashes and lecturers must follow the procedures
to have them rectified. Dean advised Departments and lecturers to resolve critical
clashes with their timetable representatives and ensure that popular combinations do
not clash.
54. The Minutes of the meeting of 8th October, 2015 were deferred for confirmation at the
next meeting of the Board which would be held to complete papers which were not
addressed at this meeting.
55. The Chair thanked PVC Cobley for taking the time from his very busy schedule to address
the Board and gave him the floor. PVC Cobley thanked the Dean for his warm welcome.
And promised to return to take a tour of the AIP since the schedule of the day did not
allow for him to visit this time around. He informed members that he was here for the
following three reasons:
Page 4 of 47
56. (i) Maintaining Quality & Ensuring Students’ Success: The PVC said since the FFA had been
reformed, it has already established a footprint in the region. He envisages that it will be a
flagship Faculty for our University in years to come in the areas of Food Security, Human
Nutrition, Environment and Natural Resources and Soil Conservation among other things – all
critical areas for the region. He stated that as PVC for undergraduate Studies, he has
responsibility for every aspect of students’ life at the undergraduate level and for the quality of
the programmes at both the undergraduate and postgraduate levels as the Quality Assurance
offices fall under him.
57. The PVC commented that reporting on student performance is not about information on
rate at which students move through the system. His fundamental responsibility is to
ensure all degrees are of the highest quality and thus the question is asked: ‘How do we
maintain quality and ensure students have all they need for success?
58. (ii) Monitoring Student Performance: PVC Cobley explained that with the introduction
of the new GPA system last year, they have begun monitoring performance under the
system. Obtaining critical performance information over time is necessary to evaluate
the impact of the change on student performance and will assist in the management of
the system.
59. (iii) Increasing Student Numbers: FFA needs to attract an increasing number of students
but the statistics have shown that it has been going in the opposite direction
unfortunately. We therefore have to be proactive in our recruitment issues. He brought
up the following points for discussion after his presentation:
60. Applications for Admissions: Prof. Cobley told the meeting that the Dean had expressed
a strong view that the FFA has a large potential diverse market out there which we need
to capture. Board of Undergraduate Studies (BUS) is therefore reviewing matriculation
rules to make them more ‘fit for purpose’. He mentioned a possible review of the level
of matriculation for more mature applicants including adjusting the definition for
maturity. This may mean we can take in experienced students with a flair for these
Page 5 of 47
degrees. The question then becomes, how do we keep them in the University ensuring
they do well? If we take students matriculating at a lower level with less background in
Mathematics for example, we have to supply them with what they lack to succeed. The
point is not to keep them out with the matriculation rules but to bring and in with a
robust offerings which incorporate remedial components for those who need them into
the main curricula.
61. Programming: The PVC commended the Faculty on its plans to deliver the Diploma in
Agriculture in conjunction with colleges across the region and to earnestly pursue the
development of an MSc in Human Nutrition and Dietetics in collaboration with the North
American University. These are exciting initiatives, especially for accreditation value but
also because they broaden the range of what we can do.
62. Web Page: The Faculty’s web page must be upgraded urgently. He mentioned that while
the DAEE has a long list of programmes, this is not well reflected on the current web
page. This must be corrected.
63. Courses: Professor Cobley told the Board that every course must be reviewed and revised
every 5 years without exception. He asked all lecturers to do this diligently remarking
that assessment is a science – a skill all can learn. He also said that every lecturer must
do the CETL training to receive the Certificate of Education in Teaching and Learning.
64. Student Retention and Success: Until the revised GPA, Prof Cobley remarked that the
University had not been tracking students’ performance. UWI could not get data on this
and thus realized that this issue needs to be addressed.
65. Quality and Moral Issues: He said it was our ethical and moral responsibility to our
students to deliver the best quality of education that we can. Therefore we cannot
continue with the same dropout rates. A decision taken for the 2017-2022 strategic plan
is to have a back-on-track plan for RTWs. This will be developed more before rolling out.
Page 6 of 47
There is also a suggestion to expand the F1 and F2 bands which will give quality points
and opportunity to recover from failure.
66. Students as Partners in Learning: A survey showed that FFA students said they need more
practical work and more hands-on training in their various fields of study. He asked
Faculty Board to look at courses and build more interaction and practical components
into these.
67. Research: He asked that students be introduced to research from the undergraduate
level so that they can be exposed to the basics of research. Mentorship must take place
at this level.
68. FEEDBACK FROM FACULTY BOARD: Members gave the following comments and
responses:
(a) Dr Stone: regarding matriculation – we must be given enough flexibility to determine
who matriculates into our Faculty.
(b) Dean: Admissions offering 3 – 4 letters to the same applicant simultaneously is not a
sound academic practice and needs to be stopped. Because of this practice, our
students are going to other Faculties even after rigorous student recruitment efforts
last year.
(c) PVC: Our current matriculation rules are too rigid. There is a proposal to make them
more flexible. The Faculty should make the academic judgment on who they allow
in. This is being worked on presently.
(d) Dr Wickham: While she agrees with adding the practical components to the courses,
she points out that there is a cost attached to do so. Heads have ben know in the past
not to support this.
(e) PVC: Heads and Deans have to keep within budget therefore we must find ways of
generating resources outside of the normal budget.
(f) Dean: When lecturers plan their courses they must take resources into account.
Page 7 of 47
(g) Dr Wilson: Geography has a problem. It is a small and new department with health
student numbers. How does it expand and build without resources allocated. He has
been writing letters to administration to get additional academic and administrative
staff as well as more support generally with no responses.
(h) PVC: The PVC asked Dr Wilson to speak with him after the meeting in more detail as
he had noted the healthy numbers.
(i) Dean: This issue will be addressed. The Faculty has to redistribute resources as it
slashes the budget by 7% as mandated by the University.
(j) Prof. Garcia: (i) Agriculture usually at the bottom of the pile in recession (present
economic situation). Agriculture needs action, commitment and financing since FFA
has a multi-functional purpose. It would seem that the UWI administration does not
grasp this. The composition of yearly agricultural export is composed of 50% livestock
products and 50% crops products. The food import bill was $4b last year. (ii) He
agrees that the UG students must continue to do the research projects in the Faculty
and is happy this is an initiative of the PVC’s office.
(k) PVC: UG research projects are of fundament importance but especially so in
Agriculture. Prevailing attitudes to agriculture must change in our region. It must be
given high status it deserves. Academic attitude to agriculture is dismissive in some
quarters. It is a status issue and over the years, UWI has not given agriculture the
support it deserves to make the changes to the region it needs to. However, this too
is changing and the Faculty needs to grasp this trend.
(l) Prof. Garcia: Lecturers are paid to teach but are evaluated by other measurements
(i.e. research) and therefore do not have time to prepare proper arguments in
defense of agriculture. Agriculture is now finally entrenched in primary and secondary
schools curricula but they too need facilities and resources.
(m) Dean: The Faculty has a structure programme to promote its teaching programmes
to schools and is currently in the process of hiring a Web master to more effectively
organize its web presences at every level. Under a level field, the Faculty will flourish
in a manner that it can impact on the lives and economies of the region.
Page 8 of 47
69. The PVC ended his visit at this point. He promised to visit the Faculty again and to see
the AIP at Orange Grove. The dean thanked the PVC for his visit and engagement of the
Board.
70. DEPUTY PRINCIPAL’S PRESENTATION: The Dean welcomed the Deputy Principal to the
meeting of the Bard of the FFA and invited her to take the floor for her presentation. The
presentation was focused on the planned changes of the student support units in the
Campus. Appendix 1 highlights the points raised. The following are outline some of these:
(i)
With reference to a proposal circulated requesting that faculties to form advising
committees comprising representatives (Academic and ATS staff) from each
department, she asked that this be done soon and academic advising staff be
trained by CETL to improve the level and standard of academic advising.
(ii)
The Faculty is also to appoint one or more dedicated academic adviser who would
be allowed a reduced teaching load during each year. This or these person(s)
would be up-to-date with regulations, university guidelines and enjoy interacting
and dealing with students and have a vast knowledge of student services offered.
(iii)
Service Learning and Student Engagement was also addressed. The Deputy
Principal explained that this is different from charity work. She would like to work
with faculties and Deans to support this activity and how to better integrate them
into this initiative.
71. The Dean commented that academic advising is very important as we have lost contact
with our students. He is asking the department heads to provide names of persons with
known record of interest in academic advising. He advised that all should embrace these
changes for the betterment of the Faculty.
Page 9 of 47
72. Prof. Garcia and other members commended the Deputy Principal on her studentfriendly approach and initiative to engage them in community service. Another comment
was that CAPS needs to be given much more attention.
73. The Deputy Principal stated that the recommendation going forward is to have CAPS
become an autonomous unit and grow to be much bigger to meet the needs. A Healthy
Minds survey has been done and a seminar is being planned to discuss findings.
74. Dr Stone asked that a list of names and telephone numbers of student services personnel
be distributed to the Faculty. Prof. Reddock promised to develop same and circulate.
75. The Dean commented that the FFA does community work with farmers but this needs to
be more publicized.
76. Dr Hutchinson remarked that the Writing Centre in the FHE is failing students. Prof
Reddock asked her to write her on this issue. The Deputy Principal left the meeting.
Page 10 of 47
Responsibility
for Follow- up
Action
MATTERS FROM DEPARTMENTS
DAEE
77. BFFA P.14: Major in Extension-Proposal Overview: Faculty
Board’s recommendations on this submission were as follows:
i.
Take back to the Department for full departmental
input.
ii.
Get
comments
from
Network
of
Extension
Practitioners, CETL, the Library and the relevant
department in FHE since our proposal includes
agricultural communication component.
iii.
Circulate to other Departments in the Faculty.
iv.
Include competencies expected to be developed.
v.
If intend to also propose a MSc in Extension, an distance
mode should be included.
78. BFFA P.16/BFFA P.17: PREREQ & ASSESSMENT CHANGES to
HUEC 3020: Members asked that these papers be taken back
to the Department for discussions since some staff of DAEE at
Faculty Board appear to be unaware of issues outlined in the
papers. The paper can then be resubmitted.
DFP
79. BFFA P.18: STAFF/STUDENT LIAISON MEETING: Members
noted contents of this paper and commented thus:
1. Saturday is a teaching day only for EU students;
Page 11 of 47
2. Dean commended the department on the meeting on this
initiative and encouraged others to follow suite.
80. BFFA
P.25:
PRINCIPAL’S
MEMO
TO
STAFF-COST
CONTAINMENT: Dean told members that the approved budget
for the University had been cut by 7%. Prof. Reddock told the
Board that the money has already been decreased and the
Faculty needs to figure out where the cuts are to come.
81. The vacant posts in the Faculty are at risk. This is more relevant
to Geography and Food Production.
82. Resources in the departments are not evenly distributed
relative to enrolment and this also has to be corrected.
83. Mrs Layne commented with budget cutbacks, she hopes that
administrative staff will not be affected adversely as they work
tirelessly, weekdays and weekends, without complaint and
wish Faculty Board to note that this very necessary and vital
support for the Faculty be considered and taken seriously. ATS
staff she reported are still operating on 2011 salaries and have
been dedicated workers.
84. She added that in the University’s Charter, ATS staff are not
considered members of the University.
85. The level of support in the Deans office remains suboptimal
despite our best effort to have the matter resolved. This will at
some point start to affect our service quality. All we can do is
continue with the request.
86. BFFA P:19: UNDERGRADUATE STUDENT MATTERS was noted.
Deputy Dean, Teaching and Learning also reported that a
motivational meeting planned by students with the assistance
of the Faculty was held in January. It was very successful.
Page 12 of 47
Deborah Jean-Baptiste who spoke to the students was very
well received. Members who were in attendance concurred
that it was very successful and agreed on the speaker’s
effectiveness.
87. BFFA P.20:POSTGRADUATE STUDENT MATTERS was noted by
Faculty Board.
88. CAMPUS RESEARCH PUBLICATION FUND SUBMISSIONS: Prof
Boman reminded members to make submissions by deadline.
ANY OTHER BUSINESS:
89. Library: Shamin Renwick asks that when she sends emails
regarding journals the Library needs to retain for staff,
members should respond. The budget cuts also affect the
Library and some journals such as Science Direct is costing the
University millions. We may not be able to pay for some of
these in 2017/2018.
90. She also requested that copies of past papers be sent to the
library.
91. The Dean asked Department Heads to ensure that a list of
journals required be sent to Ms Renwick.
92. Dr Wilson and Prof Boman suggested that there are some open
access publishing options available to members as well.
93. TROPICAL AGRICULTURE JOURNAL: The Dean reported that all
past Tropical Agriculture Journals are being digitized going back
to 1919 for archiving. The Journal’s acceptance and review
processes also will be web based.
Page 13 of 47
94. Ms Renwick reported that 61% of the scanning of the earlier
version of the journal has been done and the Library hopes to
complete this by end of March 2016.
95. The Dean notes that the FFA will pay for the scanning being
done but the FFA will be archiving and hosting the Journal.
96. TA has done very well and is in the black for the first time in
years. The issues are also up to date as well.
97. The Dean asked all to pitch in regarding academic review of the
articles.
98. Professor Duncan is doing a good job as editor of the TA but a
successor for him needs to be identified. Members can submit
possible replacements to the Dean.
99. Prof Garcia asked members to note a national agricultural
exhibition which will be held October 13 – 16, 2016 and advised
that FFA should participate.
100.
Dean asked Dr Wickham to spearhead this as Deputy
Dean, Outreach and Internationalisation.
101.
The Dean told members other papers on the agenda
which were not dealt with at this meeting will be tabled at a
next meeting of Faculty Board to be called soon. Members will
be notified.
The meeting ended at 5:00p.m.
Page 14 of 47
BFFA P.14
2015/2016
Appendix 1
Proposal for an
Undergraduate Major
in
Communication and Extension
The University of the West Indies,
St. Augustine
Trinidad and Tobago, WI
Prepared by
Stephan Moonsammy, Wayne Ganpat, David Dolly
Pauline Dowlat, Donna – Marie Renn-Moonsammy
Tessa Barry
Page 15 of 47
UNDERGRADUATE MAJOR IN COMMUNICATION AND EXTENSION
PROPOSAL OVERVIEW
Introduction
The teaching of Agricultural Extension at the University of the West Indies began in the original Faculty
of Agriculture during the decades of the 60’s and 70’s. This tradition has continued during the merged
Departments of Agricultural Economics and Extension and the merged Faculty of Science and Agriculture.
In the current scenario there is now a Faculty of Food and Agriculture where this discipline still continues
to contribute at both the undergraduate and post graduate levels.
Alongside the formal classroom teaching, there has been an earnest effort to keep the Faculty abreast of
field work in Agricultural Extension. In this regard, there are the aims to help students apply their
understanding to practical aspects of the subject. Milestone achievements in this regard is the once thriving
Caribbean Agricultural Extension Project (CAEP) of the 80’s.and the more recent attempts to begin a
Caribbean Extension Providers Network (CAEPNet). The former sought to link the Faculty’s outreach with
the on-going Extension activities of the Ministries and Departments of Agriculture among the countries
served by the University of the West Indies. In so doing there became an actual institutional presence of
academic staff within the Windward Island and the Leeward Islands. In Jamaica, the faculty had an
Agriculture unit which assisted with linkages there. In the Bahamas, Barbados, Belize, Guyana and
Suriname there were continuous efforts to maintain a linkage especially through the activities of a Regional
Extension Communication Unit (RECU) which was developed by the CAEP and which operated from the
Saint Augustine Campus.
CAEPNet was recently established to network all Extension agents within the region. It has the support of
the Global Forum for Advisory Services (GFRAS) which aims to modernise Advisory services globally.
CAEPNet therefore provides the opportunities for global linkages from which the region’s extension can
benefit. It continues linkages from where the former CAEP had begun.
Merit of Undergraduate Teaching in Extension
At first, the subject was offered as part of a single BSc in Agriculture. The major pedagogy was centred
around broad based courses in Agricultural Extension and Agricultural Communication. Then came along
a period when the subject was offered as part of an expanded Agricultural curriculum which allowed
students to specialise in the numerous subject areas which Agriculture began to present. This phase
culminated in a Minor in Agricultural Extension. By the time this minor began to operate, the offerings
were expanded to areas of Sociological issues which relate to Caribbean Agricultural Development,
Agricultural Communication, Gender Issues, Food Systems, Extension Programming, and special research
studies which students engaged according to their subject matter interest. The programme also benefitted
from studies which were undertaken by Academic staff, MPhil and PhD students, journal article
publications, conference proceeding publications, text books, other books and other miscellaneous
publications. Alongside MPhils and PhDs, there were two once active postgraduate programmes which also
Page 16 of 47
influenced the teaching i.e. the Diploma in Agricultural Extension and the External Programme in
Agriculture.
In this ensuing strategy many students became exposed to the subject for the first time alongside the
continuing stalwart interest of Extension agents who returned to the campus to become further qualified in
the field of advisory services. Of particular mention were students who began to see an Extension /Outreach
function in their future careers be it in some aspect of Agriculture, Environmental Science, Agribusiness
and Human Ecology. Many graduates now lead regional and local Agricultural programmes which have an
Extension component.
Outline of Proposed Major in Communication and Extension
The major in communication and extension is an expansion of the minor in communication and extension
that currently exists in the Department of Agriculture Economics and Extension. This proposal outlines and
expansion of the 16 credit minor with new and revised courses to a 31 - 32 credit major for consideration
(see tables 1 and 2 for full listing of courses). It will provide an opportunity for students to engage in
understanding the subject of Advisory services mainly from a Caribbean context but it will offer the
eventual opportunity for students from other parts of the world to learn about Advisory services from the
stance of the African, Pacific and Caribbean Countries (ACP). It will also begin to further expand the
horizons for Agricultural Extension pedagogy in the fields of Agricultural Journalism, Agricultural
Education and Social Media. Finally it will attempt to engage students in more practical front line efforts
in the subject of Agricultural Extension.
In summary the major in communication and extension will offered from the Department of Agriculture
Economics and Extension as a part of a Bachelors of Science Degree Programmes offered in the Faculty of
Food and Agriculture. This major will offer professional development for its candidates that successfully
complete it, providing them with the necessary qualification and training in developing a career in
agriculture extension, agriculture education, information technology or rural advisory services. As part of
the major, students will learn about extension philosophies, technology transfer, operating and managing
extension programmes, sociological issues within the agriculture sector including gender, and fundamental
theories in communication, vocation and agriculture education. The major will expose students to several
practical issues in order to enhance their practitioner’s outlook. The overall aim of the major in
communication and extension is to develop skilled and competent professionals to enhance their capacity
and efficiency in Agriculture Extension beyond the present capacity of the Minor in Agricultural Extension
and Communication.
Page 17 of 47
Table 1: Program Structure of the Major in Communication and Extension - Level 1
Introductory Courses
Course
requirement
Course Code
Core
AGEX 1000
Core
AGEX 1001
Core
AGBU 1002
Core
AGEX 1002
Core
AGRI 1100
Course Title
Semester 1
Caribbean Agriculture in
Perspective: Evolution, Sociology
and Contemporary Issues
Introduction to Agricultural
Education
Total
Semester II
Introduction to Agro
Environmental Management
Introduction to the Fundamental
Theories in Extension
Total
Semester 111
Practical Techniques and Tools in
Agriculture
Total Level 1 Credits
Credits
Status
#
4
Existing
(DAEE
Minor)
1
3
New
2
4
Existing
(DAEE
Course)
3
3
New
4
7
7
4
Existing
18
Page 18 of 47
5
Table 2: Program Structure of the Major in Communication and Extension - Level 2/3
Advanced Courses
Course
requirement
Course Code
Course Title
Credits
Status
Course#
Semester 1
Existing
(DAEE
Minor)
6
AGEX 2001
Operation and Management of
Extension Programs
4
Core
AGEX 2003
Analytical Methods for Extension
3
New
7
Core
AGEX 3002
Modern Communication
Technologies in Extension
3
New
8
AGEX 3003
Gender Issues in Agriculture
Existing
(DAEE
Minor)
9
AGEX 3004
Communication Skills for
Professionals
Existing
(DAEE
Minor)
10
3
New
11
3
New
12
Core
Core
Core
3
Total
Core
AGEX 2002
Core
AGEX 2004
Core
Core
AGEX 3000
AGEX 3001
3
Semester II
Methodologies in Agriculture
Education
Communication for Agricultural
Innovation and Social Change
Technology Transfer
Island Food Systems
16
3
3
Existing
(DAEE
Minor)
Existing
(DAEE
Minor)
13
14
EITHER
Core
Core
AGEX 3012
Project
AGEX 3009
OR
Field Practicum
Total
Total Advanced Levels 2/3 Credits
4
3
15 - 16
31 - 32
Existing
(DAEE
Minor)
15
New
16
DAEE Course – Course existing in the Department of Agriculture Economics and Extension
DAEE Minor – Course existing in the minor in Communication and Extension.
Page 19 of 47
BFFA P.16 & BFFA P. 17
2015/2016
BFFA P.16
2015/2016
Appendix 2
Faculty of Food and Agriculture
Department of Agricultural Economics and Extension
February 15th. 2016
Page 20 of 47
1. Proposal to have pre-requisites for HUEC 3020 Development of
Caribbean Cuisine) to be HUEC 1003 – Introduction to Nutrition OR
AGEX 1000 – Caribbean Agriculture in Perspective: Evolution,
Sociology and Contemporary Issues AND HUEC 1004 – Introduction to
Foods and Meal Management
LEVEL: III
SEMESTER: 2
COURSE CODE: HUEC 3020
COURSE TITLE: DEVELOPMENT OF CARIBBEAN CUISINE
NUMBER OF CREDITS: 3
PREREQUISITES: HUEC 1003 OR AGEX 1000
Justification for HUEC 1004 as pre-requisite:
Development of Caribbean Cuisine needs an introductory course in meal preparation. The course
HUEC 3020 was previously restricted to students doing Human Nutrition and Dietetics, Foods and
Food Service Systems Management, Human Ecology and Nutritional Sciences. The students
enrolled in these programs are required to pursue HUEC 1004. They would therefore have the
experience in food preparation.
Students that are doing the Minor in Entrepreneurship have the option of doing HUEC 3020 as an
elective, however they come in not having any theory and/or practical experience in food
preparation and encounter problems during the practical sessions.
There is a restriction on BANNER that states that to pursue HUEC 1004 students need to be
enrolled in Foods and Food Service Systems Management, Human Ecology, Human Nutrition and
Dietetics and Nutritional Sciences.
AGEX 1000 - CARIBBEAN AGRICULTURE IN PERSPECTIVE: EVOLUTION,
SOCIOLOGY AND CONTEMPORARY ISSUES is a level I, Semester I, 4 credit course that
provides an understanding of the evolution of Caribbean Agriculture, including the plantation and
peasantry systems. Students are given an overview of the structure of the sector in terms of the
crops, livestock, fisheries, forestry and value-added agribusiness. The multifunctional role and
contribution of the sector to food and nutrition security, livelihoods, the environment and
sustainable rural development are examined. The course includes a study of stratifications and
social structures, as well as rural versus urban life and the role of the mass media in Caribbean
societies. The course concludes with an examination of contemporary issues and an insight into
the way forward for Caribbean agriculture.
HUEC 1004 - INTRODUCTION TO FOODS AND MEAL MANAGEMENT LEVEL is a
level I, Semester 2, 3 credit course. The principles involved in preparation of food of standard
quality, the influence of composition and techniques on properties of food products and standard
methods of food preparation with emphasis on quality, nutrient retention and safety are covered
in this course.
Page 21 of 47
BFFA P.17
2015/2016
2.
Proposal to have the course Assessment changed from 40% Coursework,
60% Final Exams to 60% Coursework, 40% Final Exams.
Justification:
The course is heavily practical based and the original coursework mark of 40% does not equate to
the amount of work that is required. The practical assignments are pivotal to the exploration of
the history and development of Caribbean Foods and cooking traditions from the various Islands
along with Food Science Principles. They are also important in allowing for the creation of items
for development in the Food Industry and the Food Service Sector. Practical sessions include
creation of a Street Foods Video, Creation of a Novel item made from 100% local Ingredients, a
Cooking activity where students choose a country of interest and research and prepare a complete
traditional meal of that country. A complete presentation including dress, folklore, language,
songs, dances, cultural facts, traditional remedies are included in the presentation.
Students decorate their area for the occasion. Guests are also served.
(Please see attached course outline)
Page 22 of 47
THE UNIVERSITY OF THE
WEST INDIES
ST. AUGUSTINE CAMPUS
FACULTY OF FOOD AND AGRICULTURE
DEPARTMENT OF AGRICULTURAL ECONOMICS & EXTENSION
Dear Student:
HUEC 3020: DEVELOPLMENT OF CARIBBEAN CUISINE
COURSE OUTLINE 2015/2016
Welcome to this exciting course! Essentially, it is a basic course designed to introduce you to the
concepts of Caribbean Cuisine. To fully benefit from this course you should participate in all
sessions and keep up with the content. We will try to make it as interactive and exciting as possible.
If you have any issues related to this course, feel free to talk to me after class, during office hours
or via email.
Wishing you success!
Ms. Nequesha Dalrymple
Course Title:
Course Code:
Course type:
Level:
Credit:
Pre-requisite:
Semester:
Lecture Times:
Development of Caribbean Cuisine
HUEC 3020
Core Course
Year 3
3
HUEC 1003 OR AGEX 1000
II
Saturdays
11:00 AM -2:00PM (Day Stream)
Saturdays
2:00 PM- 5:00 PM (Evening Stream)
Teaching Methods:
Estimate Study Hours:
Lectures
3 Hours/week- Lectures; 6 Hours/weekReading/Homework/Revision
Five (5)
Total No. of Assessments:
Course Breakdown:
Coursework=
Field Trip/Market Visit
Show and Tell
Video Documentary
Group Presentation
Novel Item
Final Exam=
Total=
40%
3%
5%
10%
15%
10%
60%
100%
Page 23 of 47
CONTACT INFORMATION
Course
Ms. Nequesha Dalrymple
Coordinator
Course
Ms. Nequesha Dalrymple
Lecturers
Email: Nequesha.Dalrymple@sta.uwi.edu
Telephone: 662-2002 ext 82472
Office Hours: Monday and Friday 2:00pm – 4:00pm. Any other time by
appointment only
Office: Room 4, Ground Floor, Dudley Huggins Building Evening, DAEE
Demonstrators Ms. Patrice Prout & Ms. Safiya Beckford
Email: patricerp@gmail.com/ safiyabeckford@gmail.com
Office Hours: By appointment
Office: DAEE Evening University Office
Please feel free to consult with the course coordinator, your respective lecturers, student
assistants and demonstrators throughout the semester with any of your
queries/issues/problems which may arise. Students are strongly advised to visit their lecturers
during the stipulated office hours to discuss their concerns.
COURSE DESCRIPTION
Developing Caribbean cuisine can create significant opportunities for entrepreneurial growth and
development in the Food Industry and the Food Service Sector. This course is therefore designed
to explore the history, development and creativity of Caribbean cuisine with particular reference
to cooking traditions as it explores a variety of traditional dishes from various Caribbean islands
and is aimed at developing unique Caribbean cuisine based on indigenous products. The course
also focuses heavily on food science principles and food safety systems in addition to food laws
and regulations. The course content will be discussed in lectures to ensure clarity using practical
problem based learning and will be complemented with practical exercises.
PURPOSE OF THE COURSE
This course will provide an in-depth look into the cuisine and culture of Caribbean islands with
the intention of spurring your interest and encouraging you to really immerse yourself in the food,
culture and traditions of local and regional food. The course attempts to help students appreciate
the role of Caribbean cuisine in nutrition, dietetics and Health.
The course will also expose you to food science principles and food safety systems including food
laws and regulations.
It is hoped that students will be able to use the knowledge gained in the course to use local products
to develop items that can contribute to Caribbean food security by highlighting opportunities for
entrepreneurial growth and development in the Food Industry and the Food Service Sector
MAIN OBJECTIVES:
Page 24 of 47
This course will enable students to:
1. Identify the major cultures that existed in the Caribbean prior to the arrival of Columbus.
2. Identify the significant culinary influences/cultural sources of Caribbean cuisine.
3. Discuss the importance of differing cultures to Caribbean cuisine.
4. Identify key foods for each of the food groups for the Caribbean Islands
5. Familiarize themselves with the words, grammar, idioms, musical instruments, religions
and major festivities in the Caribbean islands and the National Dishes/Traditional Foods
eaten during these festivities and the regional variations
6. Be able to recognize food items/ingredients that are indigenous to the Caribbean region.
7. Familiar with some recipes and culinary terms in Caribbean cuisine.
8. Identify some of the health beliefs and practices in the Caribbean region
9. Identify common street foods sold throughout the Caribbean.
10. Prepare some recipes common to Caribbean cuisine.
UNIT MODULES AND OBJECTIVES
UNIT MODULES
UNIT OBJECTIVES
At the end of this course, students will be able to:
Identify
the major cultures that existed in the Caribbean prior to
Course Introduction
the arrival of Columbus
Recognize the ingredients that are indigenous to the Americas
Discuss the importance of Columbus’s voyage to the culture and
development of the cuisine in this region
Discuss the importance of the slave trade in the development of
the cuisines of the Caribbean
Identify key foods for each of the food groups for the Caribbean
Islands
Food Choices in the
Caribbean
Identify the major cultures that existed in the Caribbean prior to the
arrival of Columbus.
Identify the factors affecting food choices in the Caribbean and
identify how individuals select foods for consumption
Page 25 of 47
Food and Culture
Identify the significant culinary influences/cultural sources of
Caribbean cuisine.
Discuss the importance of differing cultures to Caribbean cuisine.
Identify the words, grammar, idioms, musical instruments, religions
and major festivities in the Caribbean islands and the National
Dishes/Traditional Foods eaten during these festivities along with
the regional variations
Caribbean Food
Choices and Health
Recognize food items/ingredients that are indigenous to the
Caribbean region and identify foods that serve as traditional natural
remedies in the Caribbean
Be familiar with some recipes and culinary terms in Caribbean
cuisine and prepare some recipes common to Caribbean cuisine
Identify common street foods sold throughout the Caribbean.
Application of Food
Service Principles
Outline how advances in differing disciplines have led to
improvements in the way food is produced
Explain the various methods of Food Processing Preservation and
Storage
Know the various stages in the product development process;
Know how to organize for the product development process Identify
some of the challenges in the development of a new food product;
Distinguish between different types of sampling;
Apply different sensory evaluation techniques;
Understand the role of packaging in food product development;
Understand the food and labeling requirements for products
Product Development
Food Hygiene/ Safety
and Food Quality
Identify the causes of foodborne illness by specifically looking at
biological, chemical, and physical hazards and utilizing prevention
methods.
Understand the importance of and be able to convey to others the
three factors associated with foodborne illness including personal
hygiene, cross-contamination, and time/temperature control
List the common food handling failures that contribute to outbreaks
of foodborne illness and take appropriate actions to create and
maintain a safe and sanitary working environment.
List and describe the seven steps of HACCP, and describe the
unique contribution that HACCP makes to an integrated food safety
program
Discuss the many perceptions of quality as defined by the
authorities on quality.
Describe the main food quality components.
Explain the major factors that affect food quality.
Describe the methods used to evaluate quality in foods.
Describe the main food quality components and their
measurements.
Page 26 of 47
Recognize the issues surrounding food quality and safety criteria
in the food industry.
Describe the chain of steps and processes on the way from raw
material to consumer by integrating food quality and safety.
Food Laws and
Regulations
Recognize the importance of regulations utilized to ensure food
safety.
Discuss procedures within the food industry designed to ensure food
safety
Identify food legislations and the agencies that oversee the food
industry
LEARNING OUTCOME GUIDE
NO. Upon successful completion of the course HUEC 3020 students Cognitive Level
should be knowledgeable of:
1
 Knowledge
Course Introduction
 Application
Caribbean Cuisine
History of Caribbean Foods
Overview of Caribbean Cuisine
2
3
4
5
6
7
Influential Groups in the Melting Pot




Knowledge
Problem-Solving
Critical Thinking
Application





Caribbean Food Choices and Health

Caribbean Foods in the Context of Background, Dietary Uses, and

Nutritive Value

Traditional Natural Remedies

Application of Food Service Principles

Methods of Food Processing, Preservation and Storage



Product Development

Developing a New Product

Product Evaluation

Marketing


Food Hygiene/Safety and Food Quality

Knowledge
Problem-Solving
Critical Thinking
Application
Knowledge
Problem-Solving
Critical Thinking
Application
Food Choices in the Caribbean
Imports and Production
Factors Affecting Food Choices
Common Caribbean Foods
Food and Culture
Knowledge
Problem-Solving
Critical Thinking
Application
Knowledge
Problem-Solving
Critical Thinking
Application
Decision Making
Knowledge
Problem-Solving
Page 27 of 47
Quality Parameters





Food Safety Practices.
8
Food Laws and Regulation
Local, Regional and International Standards
Application
Critical Thinking
Decision Making
Knowledge
Application
TEACHING METHODS
Method
Description
Lecture presentations covering all material as it pertains to the course.
Lecture
Online Activities Access to online resources for lecture presentations, assigned readings and
tutorial sheets
ASSESSMENT
Coursework
Final Examination
TOTAL
Field Trip/Market Visit
Show and Tell
Video Documentary
Group Presentation
Novel Item
40%
3%
5%
10%
15%
10%
60%
100%
LINKAGE OF ASSESSMENT METHODS TO LEARNING OUTCOMES
Assessment
Method
Field Trip
Show and
Tell
Learning Outcomes
LO1 LO2 LO3 LO4 LO5








LO6
LO7
LO8
Weight
(%)
3
5
Video
Documentary
Country
Group
Presentation













15
Novel Item








10
10
Assessment
Description
Attendance
Presentation of
unique food items
of the Caribbean
Street food group
video presentation
Presentation of
the cuisine and
culture a selected
country
Development of a
novel marketable
food item unique
to the Caribbean
Page 28 of 47
Final
Examination








60
A final
examination
examining course
content from
weeks 1-13.
Activities
1.
Students must bring an interesting food item whether it is a fruit or vegetable, spice etc that is
“new’ or “strange” to them. They would have a “show and tell” session in class. Students
should research the particular item and in their presentation tell all there is about their
newfound food item including name, uses, nutritional info etc.
2.
Students are expected to visit the market and have a lively discussion of the Market
Atmosphere. Items for sale, layout, People and Food Safety Issues they encountered while
visiting. A presentation would be done in class and a written report is also expected to be
handed in. Remember “pictures paint thousands of words” A spice Chart must also be made
and presented
Students must create a video presentation (worthy of airing on television) of street foods
commonly eaten. Each student in the group is expected to do three street foods. Issues such as
Food Sanitation and Safety, handling of food – who collects the money, who prepares the food
item, garbage disposal, potable water, flies, insects etc should all be addressed in the
presentation. Interviews with vendors and customers and even the students themselves trying
the street foods can also be incorporated in the video. This video should be 15 minutes long.
3.
Cooking activity. Students will choose a country of interest and research and prepare a
complete traditional meal of that country. It may be general items, the national dish or could
comprise of a holiday meal prepared for “guests’ visiting the country. Students will prepare
the dishes and describe how the activity progressed. A complete presentation including dress,
folklore, language, songs, dances, cultural facts, traditional remedies etc should be included in
the presentation. Remember - You are “selling” the particular Caribbean island.
Additional project activities: Students must decorate their area for the occasion. Guests will
also be served. Students should create recipe handouts, decorated with the theme of the holiday.
Other ideas for the handouts might include a blessing used over the meal or “fun” food facts
or food-related folk tales typical of the region. As different groups in the class present meals
for the different countries, eventually everyone in the class will have a set of recipes and
handouts of cultural facts, sayings etc.
Things to consider: Did you need to make substitutions for certain ingredients? Students could
serve the holiday meal to others in the class if size and time permits. A video log or photos
could be used to record the event and the project could be presented to the class.
PLEASE NOTE THAT COVERED SHOES AND LAB COATS MUST BE WORN IN THE
LABS. NAILS MUST BE NEATLY TRIMMED AND DEVOID OF POLISH. JEWELRY
Page 29 of 47
SHOULD NOT BE WORN.
4.
Students must create a novel food item made from Caribbean foods that can be marketed.
The item must be properly presented with labels etc and a justification should be given as to
determination of said item that was created. Prizes would be given for outstanding items
created.
GRADING SYSTEM
Grade
Quality
Points
Mark
%
Description
A+
4.3
90-100
Exceptional
A
4.0
80-89
Outstanding
A-
3.7
75-79
Excellent
B+
3.3
70-74
Very Good
B
3.0
65-69
Good
B-
2.7
60-64
Satisfactory
C+
2.3
55-59
Fair
C
2.0
50-54
Acceptable
F1
1.7
45-49
Unsatisfactory
F2
1.3
40-44
Weak
F3
0.0
0-39
Poor
Page 30 of 47
TIMETABLE
Lectures:
Group
Day University
HUEC 3020: Development of Caribbean Cuisine
Days
Time
Room
Instructors
Saturday
11:00 AM- 2:00 PM
FFA C Ms. Nequesha Dalrymple
Evening University
Saturday
2:00 PM- 5:00 PM
FFA E
Note to
Ms. Nequesha Dalrymple
Students: Attendance is mandatory for lecture sessions
Students are reminded of UWI Examination regulations no. 19 and 78 which states:
UWI Examination Regulation No. 19 “Any candidate who has been absent from the University for a prolonged
period during the teaching of a particular course for any reason other than illness or whose attendance at
prescribed lectures, classes, ... tutorials, ... has been unsatisfactory or who has failed to submit essays or other
exercises set by his/her teachers, may be debarred by the relevant Academic Board, on the recommendation of
the relevant Faculty Board, from taking any University examinations. The procedures to be used shall be
prescribed in Faculty Regulations.”
LECTURE TOPICS
1. Course Introduction
Caribbean Cuisine
History of Caribbean Foods
Overview of Caribbean Cuisine
Influential Groups in the Melting Pot
2. Food Choices in the Caribbean
Imports and Production
Factors Affecting Food Choices
Common Caribbean Foods
3. Food and Culture
4. Caribbean Food Choices and Health
Caribbean Foods in the Context of Background, Dietary Uses, and Nutritive Value
Traditional Natural Remedies
5. Application of Food Service Principles
Methods of Food Processing, Preservation and Storage
6. Product Development
Developing a New Product
Product Evaluation
Marketing
7. Food Hygiene/Safety and Food Quality
Quality Parameters
Food Safety Practices .
8. Food Laws and Regulation
Local, Regional and International Standards
COURSE CALENDAR
Wk
1) January 23rd
2) January 30th
3) February 6th
4) February 13th
5) February 20th
6) February 27th
7) March 5th
March 6th
8)
March 12th
9) March 19th
10) March 26th
11) April 2nd
12) April 9th
13)
Day University
Class as Usual
Class as Usual
Work to be done for Street Foods
Work to be done for Street Foods
Deadline for submission of Menus
and Ingredients listing for Country
Presentation
Work to be done for Street Foods
Class as Usual – Show and Tell. 10
mins per presentation
Field Trip - MANDATORY
Deadline for Street Foods Video
Class as Usual – Discussion on Street
Foods Presentation
Evening University
Class as Usual
Class as Usual
Work to be done for Street Foods
Work to be done for Street Foods
Deadline for submission of Menus and
Ingredients listing for Country
Presentation
Work to be done for Street Foods
Class as Usual – Show and Tell. 10
mins per presentation
Field Trip - MANDATORY
Deadline for Street Foods Video
Class as Usual – Discussion on Street
Foods Presentation
Class as Usual
Food Lab – Novel Item
Class as Usual
Food Lab – Country Presentation
No class
Class as Usual
Food Lab – Novel Item
Class as Usual
Food Lab – Country Presentation
No class
READING RESOURCES
Parkinson, R. 1999. “Culinaria: The Caribbean – A Culinary Discovery. Konemann Verlagsgesellschaft. UK
Bryant, C.A. 1985. “An Introduction to Food and Society: The Cultural Feast”. United States of America
Zephirin, M. et al. 2005. “The Joys of Healthy Cooking in the Caribbean”. Caribbean Association of
Nutritionists and Dietitians.
Campbell, V. 1988.”Caribbean Foodways” Caribbean Food and Nutrition Institute. Pan American health
Organization.
32 | P a g e
Hester, R. E. and Harrison, R.M. 2001. “Food Safety and Food Quality”: Issues in Environmental Science and
Technology. Royal Society of Chemistry, Cambridge, UK
Food and Nutrition Resource Manual for the Small-scale Food Processor in the Caribbean. Caribbean Food and
Nutrition Institute, Pan American Health Organization/World Helath Organization in Collaboration with The
Food and Agriculture Organization of the United Nations
Cote Ce Cote La – Trinidad and Tobago Dictionary
Naparima Girls High School Cookbook
Caribbean Flavors cookbook
Nelson, C. 2011. “Tastes Like Home – My Caribbean Cookbook”
Information about further resources shall be posted on myeLearning. Follow the link to access the student
myeLearning portal-http://myelearning.sta.uwi.edu/login/index.php
LEARNING RESOURCES AND MEDIA
Some internet web sites:
1. http://www.caribbeanamericanfoods.com/?page=island_dishes
2. http://www.sweetplantains-stjohn.com/glossary.htm
3. http://www.trinizagada.com/2009/10/fruits-i-ate-growing-up-in-trinidad_19.html
4. http://www2.nalis.gov.tt/Collections/ExhibitionsandPhotoGalleries/TrinidadandTobagoMarketpla
cePhotoGallery/tabid/268/Default.aspx
5. http://www.tasteslikehome.org/
6. http://www.jamaicatravelandculture.com/food_and_drink.htm
7. http://www.whaddat.com/dictionary/
8. http://barbados.gssites.com/pages/links/bajan_words.html
9. http://www6.miami.edu/studorgs/ttca/trinitalk.htm
10. http://www.aboutlanguageschools.com/slang/trinidadian-slang.asp
11. http://www.amazing-trinidad-vacations.com/trinidad-and-tobago-dictionary.html
12. http://www.bahamabreeze.com/recipes/cuisine/
POLICES
 FINAL EXAMINATION: Examination schedules will be available for viewing approximately one month
before the scheduled date of each examination session. Access examination schedules by logging on to
http://mysta.uwi.edu/.
33 | P a g e





CLASS ATTENDANCE POLICY: Regular class attendance is essential. A student who misses a class will
be held responsible for the class content and for securing material distributed.
EXAMINATION POLICY: Please review the handbook on Examination Regulations for First Degrees,
Associate Degrees, Diplomas, and Certificates available via the Intranet.
POLICY REGARDING CHEATING: Academic dishonesty including cheating is not permitted. For
more information, read Section V (b) Cheating in the Examination Regulations for First Degrees,
Associate Degrees, Diplomas, and Certificates online via the Intranet.
STATEMENT OF DISABILITY PROCEDURES: The University of the West Indies at St. Augustine is
committed to providing an educational environment that is accessible to all students, while maintaining
academic standards. In accordance with this policy, students in need of accommodations due to a disability
should contact the Academic Advising/Disabilities Liaison Unit (AADLU) for verification and determination
as soon as possible after admission to the University, or at the beginning of each semester. The Head of
AADLU may be contacted at 662 2002 Ext. 83866.
POLICY REGARDING INCOMPLETE GRADES: Incomplete grades will only be designated in
accordance with the University’s Incomplete Grade Policy.
PLEASE NOTE THAT THIS COURSE OUTLINE IS SUBJECT TO CHANGE BY THE COURSE
COORDINATOR
34 | P a g e
Appendix 3
BFFA P.18
2015/2016
FACULTY OF FOOD AND AGRICULTURE
DEPARTMENT OF FOOD PRODUCTION
Academic Year 2015/2016 Semester 1
Minutes of Staff/Student Liaison Committee Meeting
Held on Monday November 9th 2015 in Seminar Room 27 at 1:30pm
Present were:
Staff Representative
Dr. Gaius Eudoxie
Dr. Saravanakumar Duraisamy
Mrs. Brenda Bannister (Administrative Assistant)
Student Representative
Tariq Ali
Danielle De Freitas
Sancha Emmanuel-Joseph
Lekisha Ernest (Secretary)
Earvin Gentle
Jayde Gibbs
Kristen Gomes
Ashley Hines
Marinus Jules
Elijah Nancoo (Secretary)
Sheddona Richardson (Chairperson)
Clonesha Romeo
Apology:
Dr. Reynold Stone, Head of Department
Meeting Started at 1:49 pm
Welcome:
1. Academic Staff representative Dr. Duraisamy Saravanakumar (Sara) welcomed all to the meeting and
proceeded to inform the meeting about the guidelines for the conduct of Staff/Student Liaison Meetings.
He highlighted points from the excerpt “modified self-study feedback”1 on the purpose of these meeting
and outlined expected outcomes. Dr. Sara also emphasized that feedback/comments ought to be raised
with a view to improving and enhancing the delivery and teaching of courses within the Department
Ms. Sheddona Richardson was elected student Chair and Mr. Elijah Nancoo and Ms. Lekisha Ernest
Secretary respectively.
1
Modified Self-Study feedback from Prof. Dyer Narinesingh on /08/2010
35 | P a g e
2. Students’ Concerns
Courses
AGLS 1001
Anatomy and Physiology of
Animals
Issues Raised
Response from Academic Staff
Recommendations
Comments submitted via email
Note that there is a mandatory
 Students should be given
and read at meeting:
10 minute break between
a10 minute break during two
classes to allow students
• Students ask that the
hour lectures.
sufficient time to change
lecturer give breaks
 The lecturer could use
rooms. Hence lectures are 50
during double periods.
videos in additions to the
minutes
long.
 The power point slides
power point slides.
can be a bit lengthy.
 A fume hood while
• Lab practical to observe
performing
task
is
animal organs, the odor
recommended.
was a bit overwhelming
for some students.
• Group report was given
several
weeks
in
advance,
allowing
students ample time to
start, work and finish the
group report.
• Graded assignment was
also given in a timely
manner.
• The general consensus
was that the lecturer has a
wealth of knowledge and
is approachable.
36 | P a g e
AGLS 2101
Principles of Livestock
Production



AGCP 2101
Principles of Sustainable
Crop Production - Science
and Practice




The fieldtrips were held
on a Sunday and there
was a consensus that
some students would
prefer to not have field
trips on Sundays.
The course practicals
were excellent.
Effective teaching style,
use of media and Power
point presentations.
Too many hours spent
out in the field for a 3
credit course. Students
are unaware of time
equivalence of lecture
hours to lab and fieldtrip
hours.
In course examinations
are too close to the end of
the semester (weeks 10
and 13)
The course weighting
was previously 60%
coursework and 40%
final exam and is now
100% coursework.
Suggestion to have this
course and AGRI 2001
Crop Protection run
concurrently in sem 1 due
It was noted that at the
university Monday-Saturdays
are recognized teaching days.
 The introduction of different
combinations of majors has
created
challenges
in
timetabling of fieldtrips.
 Attempts have been made for
group/collaborative fieldtrips.
 Consideration must be given
to students’ as well as host
institutions’ availability for
best possible days for field
trips.
 Credit
equivalency
was
explained i.e. 4 fieldtrip hours
= 1 lecture hr
2 lab hours = 1 lecture hour
 Course weightings cannot be
modified without relevant
approval process.
 There is limited space within
the semester in offering
courses
concurrently.
Principles courses’ usually
precede the management
courses in terms of the
rationale for the order in
which courses are offered.
 Knowledge of courses should
be applied from one semester
to the next.
 Crop Production practices
must be first learnt and
observed; then in Crop


Suggestion as an alternative
is to offer videotaping of
field trips and upload online
for students who are not able
to attend.

Department to verify the
change
in
course
weighting/type
of
assessments.
37 | P a g e
to the related nature of
the coursework.
AGCP 2000
Biosystems and Engineering
Principles
AGLS 3003
Ruminant Production
System
AGRI 2003
Fundamentals of Applied
Statistics
No major concerns,
Lecturer is doing is a
good job.
 Students are not pleased
with
the
course
weighting
of
20%
coursework and 80%
final exam and feel that
20% is not sufficient
marks with which to
enter an exam.
 Course
very
interactive,
lecturer engaging.
 Lecturer
was
sometimes
absent. Course based on
principles and is very effective.
 Students have a difficulty
relating concepts taught to
practice.
 Class has high absenteeism
hence many are unable to grasp
concepts taught in course
 Lecturer is very helpful, he
explains concepts at length.
 Lecturer needs additional
support/assistance for the lab
sessions, as he alone cannot
assist each student individually.



Protection
students
are
exposed to management
practices.
Students advised to raise this
matter
on
the
course
weighting with the Lecturer.

Department to review course
weighting and move to
adjust to 40% CW /60% FE.

Incorporate
use
of
multimedia and visual aids
in explaining SPSS software
Demonstrator to be assigned
during lab hours.
Lecturer
would
give
instructions to utilize the time
for doing group assignments

Suggestion that the delivery of
the course can be improved
with the aid of PPT to allow
the class to follow collectively
instead of going to each
person.

Excellent course, it assisted
students in understanding
38 | P a g e
AGRI 2100
Current Issues in
Agriculture
ENRM 2000
Soil and Land Evaluation
experimental design for other
courses e.g. final year project.
 Too much content for a two
credit course.
 The course outline is not
followed.
 The class size is too large to
encourage
participation
which is allocated 30% for
this course.
 The class size of 77 is not
conducive to the discussion
based approach of this class.
 The class venue (FFA E) is
not suitable for the class size.
 Quiz and course content
shows no relation.
 Course is poorly organized





Course content is a bit
much.
Course divided into 4
sections with extensive
content in each section.
In-course
was
30
multiple choices, 30
minutes.
Insufficient
time.
Ecology unit was taught
in one lecture, students
did
not
understand
content.
The Geography students
would have an overlap



An apology was issued for the
absence of the main Lecturer
for this course and a lack of
proper management in getting
a suitable replacement and
how it was delivered.
Suggestion raised that given
the size the course should
have been divided into two
streams to allow class
discussion/contributions on
the topics.


Credit students with 30%
class participation.
Divide the course into two
streams.
Department will raise issue with the
Feedback provides
course coordinator.
opportunities to review
courses, its delivery and
alignment of skills to learning
outcomes.
39 | P a g e
HORT 2001
People-plant relationship
AGSL 2101
Principles of Soil Science
with the GIS in the course
but for non-Geo students
the GIS aspect would be
new.
 Very
interactive
and
discussion based course
 Lecturer could be a bit more
thorough in his instructions
for assignments
 Overall Good Course
 No Major Complaints
 Field trip was excellent
 Students were able to relate
field trips with lectures.
 Students are having difficulty
in understanding concepts
based on the technical and
abstract nature of the course
 Course
should
require
chemistry
and
physics
background and “not just a
science” in matriculating
students into the programme.
 Basic concepts are difficult to
grasp without the requisite
applied science background

It was noted that this course is
being taught by part-time
lecturer for this term.

Dr. Eudoxie stated that out of
all the courses soils is a very
abstract discipline. The novel
concepts
will
challenge
students who do not have the
requisite
background
in
sciences.
Tertiary
level
education has become more
competitive in the types of
programmes and courses
offered.
He added that the education
system needs to be redesigned
to
allow streams
that
incorporate
Agriculture
Science and pure sciences
Students were urged to ensure
that their learning must be
matched with their effort and
participation.


AGRI 3012
Agricultural Biotechnology

The course is 100%
coursework and it was




Suggestion to introduce a
tutorial component to assist
those lacking chemistry and
physics background
Explore opportunities and
improve upon manner of
course delivery.
Re-introduce
foundation
courses in chemistry and
physics
Dr. Sara responded that since The lecturer addressed the concerns
the course is revised and
offered as 100% coursework
40 | P a g e
felt that assignments are
too heavy and untimely.


LDSP 3001
Hardscape Construction and
Maintenance
HORT 3001
 The class rep felt that the
course was not challenging
enough and has not met her
expectations.
 She felt that being a ‘handson’ learner she was not
sufficiently exposed to the
constructing aspect of the
course rather more designing.
 No major concerns


for first time, the concepts in
assessments need to be tested
by continuous monitoring and
evaluation.
To address “feel on heavy
assignments”, efforts were
taken during class hours to
facilitate
the
individual
assignments (eg. Research
paper and case study for
25%). Student assignments
were marked and graded
within short time so as to
understand the learning and
teaching practice in the
revised course and to make
students realize the relevance
of assignments related to
Learning outcomes.
In addition, lecture/lab hours
were exclusively devoted to
facilitate the lab assignments
(For eg. Lab work & Product
design and development
assignment for 35%).
Student advised to review the
learning outcomes of the
course.
Relate the course content to
the outline.
It is noted that there are
opportunities for greater exposure
and more development of hands on
activities in the course.
41 | P a g e
Amenity, sports, turf grass
Management
Undergraduate Diploma in
Agriculture courses
 Field trip very informative
5 CSEC requirement for the
programme places students
who have not been exposed
to science background at a
slight
disadvantage,
needing more effort to keep
up with courses.
 Lectures not available for
entire course, for instance
plant biology had only 3
lectures and animal biology
2 lectures.
 No labs thus far for biology
 All assignments were given
late and due at the end of the
semester.
 Quizzes all came around the
same time.
Course a bit
disorganized



Dr. Eudoxie admitted that Department to improve on programme
administratively the Department is management, delivery and organization
at fault in this being the first time of courses.
the programme is running and was
done so at short notice.
He added that much effort has
been made to ensure that the
students are not affected
 Courses are not hard and the
small class size allows
individual
attention
in
understanding the work
 Lecturers were really good and
have made the extra effort to
assist.
 Students given exposure to
doing further research etc.
42 | P a g e
GENERAL COMMENTS

Dr. Eudoxie expressed that students need to understand that courses do not teach you, one
has to practice, even in the area of grammar which may not be taught but needs to be
mastered. Students much bear in mind that lecturers invest much time in course preparation
etc. so students ought to show due diligence.

Class representative also urged that it is imperative that students go further to understand
concepts in their courses. This involves much time and effort that go beyond the classroom
and the power points.

Agriculture is an applied science and the basic sciences (Biology, Chemistry, Physics) are
essential for students entering this programme

It was pointed out that the mindset behind marketing of careers in agriculture need to be
changed as there are wider opportunities for the skills acquired in agriculture research and
innovation that can be applied across other fields e.g. medical sciences.

There is an error in the online copy of the 2015/2016 Faculty booklet in the course
descriptions for courses AGCP 3011 and AGCP 3200. There is a need to verify the
information contained in the regulations and syllabuses booklets.
Refreshments were served and meeting ended at 3:50pm
DFP
November 18th 2015
:bb
Page 43 of 47
Appendix 4
Page 44 of 47
Page 45 of 47
Page 46 of 47
Page 47 of 47