Uganda Christian University’s Writing Center Now a Year Old!

Editor’s note: We cannot believe it’s already been a year since the team at Uganda Christian University joined our blog to share their experiences proposing the Writing Center. The center officially opened in August 2022. Mr. Martin Kajubi, the Acting Manager of the center, joined us again to share how he and his team are adapting the U.S. writing center model to suit the students’ contexts. If you are starting a writing center or know someone who is, please share your experience so that we can all learn from this important work. Please email us at wlnblog.editors@gmail.com.Thanks so much, Mr. Kajubi, for your work at UCU!

Thanks for catching up with us to share about the new Writing Center at Uganda Christian University (UCU). Before you share about the center, please tell us about yourself and your role at the center.

My name is Kajubi Martin, Acting Manager Uganda Christian University (UCU) Writing Center. One of my core goals is to inspire and empower learners through interactive learning methods and project-based approaches. I firmly believe that these methods not only enhance students’ understanding but also foster a deeper and more lasting connection with the material they are studying.

Another goal of mine is to help students enjoy a friendly conversation while gaining professional competence in writing and research, particularly in comprehending different models of contemporary academic techniques such as e-learning, and the relationship between student, lecturers and professors.

Over the past four years, I have also had the privilege of serving as a lecturer at UCU specializing in writing and study skills. So, I get to engage with students, helping them develop essential academic and communication skills. Additionally, I have taken on responsibilities as a rapporteur and research assistant, contributing to various academic initiatives and research projects.  I am an organized, driven, and hardworking individual with a deep passion for project-based learning and a strong background in training and communication. I consider myself highly approachable, and I thrive on maintaining a positive attitude. My experience has equipped me with the ability to lead effectively and make critical decisions when needed.

Your center has been open for one year now! What’s the center’s mission and how is it managed?

Yes, the UCU Writing Center is a new and impactful initiative. We commenced operations in August 2022, even though the planning for it started earlier. The head of the center is given the title Writing Center Manager.

The center’s mission is to promote and enhance writing skills of UCU’s student population through interactive and engaging activities. This mission aligns with UCU’s commitment to academic excellence and equipping students with essential skills for their academic and professional journey. 

The center is strategically located within the Main University Library and has a dedicated room. Placing the center within the library ensures that it is easily accessible to all students who frequent this academic hub. Students can easily access the center for bookings or appointments with the student coaches, facilitating a conducive learning experience.

We know every writing center is different depending on its mission, location, and resources. Could you tell us about the services you provide and how they meet with the mission of the center? 

The UCU Writing Center offers comprehensive academic writing services. This includes assistance with essay writing, research paper development, thesis and dissertation support, and guidance on various academic writing styles such as APA, MLA, and UCU Academic style. These services directly align with the mission by providing students with the resources and guidance they need to excel in their academic writing endeavors. Through interactive discussions, one-on-one consultations, and constructive feedback, students engage actively in improving their writing skills.

Study skills training is an integral part of the center’s offerings. It equips students with the tools and techniques needed to excel in their studies. This includes time management, effective note-taking, exam preparation strategies, and critical thinking skills. By enhancing study skills, the center empowers students to become more effective learners, thereby indirectly contributing to their writing skills by facilitating a conducive learning environment.

Additionally, the center’s translation services cater to international students, especially those from French and Arabic-speaking countries. This aligns with the mission by recognizing the diverse linguistic backgrounds of UCU’s student population. By offering translation assistance, the center ensures that language barriers are minimized, allowing these students to engage more fully in academic writing and communication.

English grammar clinics are essential for international students who may be non-native English speakers. These clinics focus on improving students’ English grammar and language proficiency. They provide a foundation for effective writing and communication in English, which is often the language of instruction in academic settings. This service directly supports the mission by enhancing students’ writing skills through language improvement.

It sounds like the center primarily serves students.

Well, we primarily serve the entire student and academic staff population at UCU with a particular focus on undergraduate students, who form a substantial portion of the university’s population. Recognizing the importance of equipping undergraduates with robust writing skills through interactive sessions, we cater to the diverse needs of students across various faculties and schools because writing and research skills play critical roles in their academic success.

Before going any further, could you give us a brief background about the writing context and courses at UCU? Some of our readers might not have read your previous article on the UCU context.

Of course! At UCU, the main writing course that all students / freshmen are meant to take is  “Writing and Study Skills”, which equips students with essential writing skills necessary for academic success. It encompasses a multifaceted curriculum designed to empower students with the academic writing skills as a foundation for effective communication and scholarly writing, ensuring that students are well-prepared.

The course also places a strong emphasis on academic essay writing. This includes developing clear thesis statements, constructing organized paragraphs, and supporting arguments with credible evidence. It also focuses on how to conduct  research, gather relevant sources, and skillfully integrate them into their writing.

Additionally, students are taught critical analysis skills and the art of synthesizing information from diverse sources. One of the fundamental skills taught in this course is the art of editing and proofreading. Students are equipped with the ability to identify and rectify grammatical errors, punctuation inconsistencies, and issues related to style and clarity. Another is the proper acknowledgment and referencing. Students are introduced to various citation styles, such as APA, MLA, or Chicago, depending on their academic discipline which are essential for avoiding plagiarism.

What language are students expected/allowed to write in?

While our students speak many languages including Swahili, French, and  Arabic, the language of instruction and communication is English. English proficiency is considered a crucial skill in both academic and professional settings worldwide. As such, students are expected and encouraged to write and communicate exclusively in English during the course.

So, tell us about the staff at the center. Are they student fellows from the twelve faculties at UCU? (We heard that was potentially the plan).

Well, the center has 20 student coaches that offer 2 hours a week to assist their peers in sharpening their writing and study skills. And yes, these coaches are selected from different schools and faculties within the university, ensuring a wide range of expertise and perspectives.

Before they assume their roles, the coaches undergo a rigorous vetting process supervised by the Head of Department of Languages and Literature to ensure that the coaches are well-prepared and qualified to provide valuable guidance and support to their fellow students.

We would love to hear about how you prepare them. Could you tell us about that process?

The selection process is rigorous because we want to identify individuals with the requisite skills, dedication, and commitment to fulfilling this important role. At present, the center relies on a vetting process led by the Head of Department of Languages, Dr. James Taabu Busimba. The key steps in this selection process include:

Identification of Suitable Candidates: Initially, potential student coaches are identified based on their academic performance, writing proficiency, and interpersonal skills. The center seeks individuals who have demonstrated excellence in their own writing and are passionate about assisting their peers.

Identified candidates are then forwarded to the Head of Department of Languages for verification. Dr. Busimba plays a critical role in ensuring that the selected students meet the necessary criteria and possess the qualities needed to excel as student coaches.

Future Plans for Selection:

Looking ahead, the center has plans to expand its recruitment efforts for student coaches. The intention is to advertise these opportunities more widely, inviting a broader pool of candidates to apply. With a solid foundation and budget in place, this initiative aims to attract a diverse group of students who can contribute their unique skills and perspectives to the center’s operations. 

Equally important is the comprehensive training provided to student coaches at the center. This training ensures that the coaches are well-prepared to effectively assist their fellow students in their writing and study endeavors. The training process is enhanced through a valuable partnership with the University of Connecticut writing center facilitated by Prof. Tom Deans. UCU coaches also occasionally have online meetings with the undergraduate tutors at the University of Connecticut writing center so that students at both institutions can share experiences and strategies, learning from one another.

Key Components of Training:

Student coaches receive training  which includes understanding the principles of effective communication, identifying common writing challenges, and learning strategies to provide constructive feedback. Coaches are also trained in tutoring techniques. They learn how to engage with students, establish rapport, and tailor their support to meet individual needs.

As the manager, I have also equipped coaches with knowledge of the resources available at the center and how to effectively utilize these resources to assist students. Also, there are ethical considerations in tutoring such as maintaining confidentiality and promoting academic integrity. This includes feedback and evaluation, allowing coaches to practice their skills and receive constructive feedback from experienced lecturers.

With plans to expand recruitment efforts and the invaluable support of Prof. Tom Deans in contributing to training, the center is poised to continue empowering students to excel in their writing  endeavors. These coaches play a vital role in fulfilling the center’s mission and contributing to the academic success of UCU’s student population.

What are you realizing about the strengths and needs that writers at UCU have?

With its strategic location, dedicated staff, and a strong emphasis on serving undergraduates, this center plays a vital role in equipping UCU students with the essential writing and study skills they need to excel in their academic journeys and beyond. It stands as a testament to UCU’s commitment to fostering a culture of learning, growth, and academic achievement. 

One of the remarkable qualities exhibited by the writers at UCU’s Writing and Study Skills Center is their resolute dedication to active learning. These individuals possess an authentic eagerness to acquire and hone their writing abilities, fully acknowledging the importance of proficient communication and scholarly composition in academic pursuits. This innate drive for learning and self-improvement serves as a strong cornerstone for their growth as writers.

Equally noteworthy is the fact that the writers who seek support at the center possess a clear understanding of their writing objectives. They arrive with a well-defined purpose which enables them to articulate their specific needs and areas of focus. That streamlines the support process and fosters productive interactions.

UCU’s Writing Center caters to a diverse group of students, each with unique strengths and needs. In this regard, it is essential to recognize and adapt to the challenges that arise during interactions with writers. Several distinct incidents emerge, including difficult students, overdependent individuals, punctuality challenges, and the need for an adaptable approach, so the importance of active listening and maintaining a calm and patient demeanor when dealing with difficult students is necessary. Acknowledging their concerns and addressing their frustrations becomes pivotal in building rapport and facilitating progressive discussions. This approach not only resolves immediate issues but also contributes to the overall growth of the writer.

Another valuable insight emerges in the form of overdependent students. There is a need to strike a balance between offering guidance and promoting independence. It is important therefore  to gradually empower these students to take ownership of their writing while still providing necessary support to ensure that writers develop not just their skills but also their autonomy.

Punctuality challenges can disrupt the effectiveness of sessions. To mitigate this, clear communication of expectations and consequences is vital. The importance of discussing the impact of lateness on the overall session and collaborating with students to find reliable solutions, thereby fostering responsibility and accountability.

Perhaps the most critical observation is the necessity for an adaptable approach. Each student is unique, and a one-size-fits-all approach is not effective. Customizing interactions based on the individual’s personality, learning style, and preferences is key to fostering a good experience.

If I were to walk into the center, what would the typical session with a student look like in terms of duration and language used (some centers we’ve talked to are multilingual)?

In general, a typical session at the center lasts between 30 to 40 minutes. This time frame allows for focused assistance on specific writing concerns or questions. However, for international students, especially those from countries like the Congo, Rwanda, Tanzania, and Burundi, where English proficiency levels may vary depending on their course of study, sessions may extend beyond the typical duration. The center is committed to providing comprehensive support, and additional time is allotted to ensure that international students receive the necessary guidance to improve their English writing skills.

The primary language used during sessions at the Writing Center is English, as it is the medium of instruction at UCU. However, the center operates in a multilingual environment, given the diverse student population.

Students from various linguistic backgrounds, including French and Kiswahili speakers, may seek assistance in their native languages or a combination of languages. Staff at the center are trained to accommodate this linguistic diversity and provide support accordingly. 

For international students who have attained proficiency in English, sessions are conducted predominantly in English to enhance their language skills and writing proficiency.

And what kinds of writing do you and your staff see?

The center and its staff encounter a wide range of writing needs and requests from students, including but not limited to:

• Academic Writing: This includes essays, research papers, term papers, and assignments related to coursework across different faculties and disciplines. Staff members assist students in improving their academic writing skills, addressing issues such as organization, clarity, citation, and critical analysis.
• Creative Writing: Some students may bring creative writing projects, such as short stories, poetry, or creative essays, seeking feedback and guidance to enhance their creativity and expression.
• Professional Writing: The center assists students with professional writing needs, such as resumes, cover letters, and job application materials, to help them prepare for future careers.
• Theses and Dissertations: Graduate students working on theses and dissertations may request support for research design, organization, and effective academic writing.
• English Language Proficiency: International students who aim to improve their English language skills, including grammar, vocabulary, pronunciation, and conversational fluency, can benefit from specialized guidance.

Sustainability: 

Writing centers around the world, at least the ones we have spoken with, are usually concerned about the sustainability aspect. When your center was being created, we heard that there was a debate about it offering fee-for-service options so that it generates revenue. Could you tell us about how your center stands to date on that and its sustainability plan?

As of the present, the Writing Center operates without charging fees for its services. Instead, it relies on financial support from the School of Education’s budget and donations from Uganda Partners, a US-based fundraising partner of UCU. This approach aligns with UCU’s commitment to providing students with valuable resources and support for their academic and personal development.

To ensure the center’s continued operation, efforts will be made to diversify funding sources beyond the School of Education budget and Uganda Partners’ donations. This may involve seeking grants, as well as exploring partnerships that value the development of strong writing and study skills in graduates.

The university also recognizes the importance of sustaining the Writing Center’s operations, so it has committed to actively seeking funding for the center. This commitment serves as a beacon of hope for the center’s long-term viability and effectiveness.

The university can actively engage its alumni, supporters, and philanthropic donors in contributing to this fund. The interest generated from the endowment can be used to support the center’s activities in perpetuity.

And while the center currently offers its services without charge, it may explore the possibility of fee-based services for certain specialized offerings or extended one-on-one sessions with students or researchers from other universities. These fees can contribute to the center’s sustainability while still maintaining a commitment to accessible support for all students.

What are some current or future projects you are doing to bring more awareness about the center?

The Writing Center recognizes the importance of effective communication. To bring more awareness about the center, it collaborates closely with the university’s Communication Office. This involves leveraging both online and offline platforms. We are also working on ensuring the center’s presence on the university website. This includes creating a dedicated section on the website that provides detailed information about the center’s services, operating hours, and contact details. This semester I consider regularly publishing blog posts or articles on topics related to writing that can also attract online visitors and engage them with valuable content.

Offline promotional materials, such as brochures and posters, are some of the avenues to consider through strategically placed in high-traffic areas around the campus, including libraries, student lounges, and academic buildings. These materials will highlight the center’s offerings and benefits, encouraging students to seek assistance.

The center is also actively participating in student guild events as another effective way to engage with the student community. The center can organize workshops or informational sessions during student guild events, addressing common writing challenges, sharing success stories, and encouraging students to utilize the center’s services. Collaborating with the student leadership ensures that the center’s message reaches a broad audience.

The center is also considering organizing essay writing competitions every semester as an educational approach to promoting writing skills. These competitions can be open to all students, providing an opportunity for them to showcase their writing talents. The center also ready to actively promote such events through posters, social media, and university newsletters.

To reach a wide audience, the Writing Center utilizes in-person interactions during community worship sessions and class visits. These sessions provide an excellent platform to introduce the center’s services, share success stories, and encourage students to seek assistance. Class visits offer a more personal touch, where center staff can engage directly with students, answer questions, and provide information on available resources.

Next semester there is hope for an online portal for the center. This portal can serve as a centralized hub for students to access resources, schedule appointments, and access online writing tools and guides. It can also feature a blog or news section where the center can regularly post articles, tips, and updates related to writing and study skills. The portal should be user-friendly and accessible from both desktop and mobile devices, ensuring that students can easily navigate and utilize the online resources.

In conclusion, the Writing Center at UCU employs a multifaceted approach to bring awareness about its services and engage with the student community. By leveraging online and offline communication channels, actively participating in student events, organizing competitions, and creating an online portal, the center ensures that students are well-informed about the resources available to enhance their writing and study skills. These initiatives contribute to the center’s mission of empowering students to excel academically and communicate effectively.

What has your overall experience been like establishing the center at UCU? And what do you love about working there?

The writing center has enabled me to appreciate the interdisciplinary nature of every writer. Being that the center receives writers from schools and faculties, I have enjoyed the interactions with the writers because this comes with exploring and growing in knowledge basing on the ideas and projects forwarded to the center.

Most writers report to the center belittling their assignments, but through the appreciation and working with committed student coaches many testimonies are emerging proving that the writing center is a place to be for every writer. Through appreciation, many writers are able to gather courage to develop more brilliant ideas and grow good research skills. Many writers are afraid of the nature of paths they are taking during the process yet dealing with the fear builds more curiosity and deeper insights.  A majority of the writers have returned to the center with joy after the professors gave them good comments. 

Also establishment of the center means full-time operation and consistency in communication.  The demand for the services at the center is always overwhelming since the number of writers visiting and booking for coaches at the center keep growing every other day. This means identifying more student coaches, then training and equipping them with the necessary skills to handle the center tasks and engaging interactions. The schedule is rigorous yet interestingly provocative. I have had to sacrifice some weekends in order to draft some programs, organise the weekly schedules for the center, and keep the department head who is my immediate supervisor updated with the work at the center.

This brings me to the other aspect of consistent and clear communication using the digital and traditional communication tools available at the university. I have tried to exploit these communication channels, especially the digital tools being that the university has a blended or hybrid form of learning.

We have created a platform for the center using Moodle that has boosted our online participation for undergraduate students. Also, using the guild student leadership events to communicate (the guild is a student organisation) has been another communication point of strength since they always have direct access to the students through various forums and activities. Additionally, the writing center has been part of UCU’s university library week, which introduces the students to various online and offline library services.  

As Acting Manager, I also enjoy managing the center through research projects and academic fellowships that are centered on writing and research development. I want to understand the new strategic techniques of tutoring writing in driving research excellence, and above all, understanding key theories and concepts in research as an ongoing practice.

In today’s world, strong and reliable communication, writing and research skills are critical to overall academic and career  success. Having a comprehensive, holistic strategy redefines how a student interacts at an internal and external level with both fellow students and staff.

Thank you so much for taking the time to chat with us!

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Editor’s note: If you are starting a writing center or know someone who is, please share your experience so that we can all learn from this important work. Please email us at wlnblog.editors@gmail.com Thanks so much, Mr. Kajubi, for your work at UCU!