What if higher education could integrate degrees and certificates directly into the work of public sector employees and leaders? This vision can be realized through a new model of higher education that integrates work and learning. Rather than viewing them as separate endeavors, this model creates a system that benefits organizations in a field facing a workforce crisis. By establishing leadership development tracks, career pathways, and flexible, hybrid work schedules, we can draw the next generation toward public service and pave the way for a citizen-centric local government model.

Anne Turner, Executive Director and Dean of Novel Programs, Claremont Lincoln University
Stephanie Varnon-Hughes, Executive Dean of Academic Affairs, Claremont Lincoln University

In summer 2024 semester, in line with the 2021/26 Strategic Plan, we embarked on a journey to implement transformative teaching and learning in all degree programs. The Transformative Teaching and Learning (TTL) project focused on preparing students to be solvers of complex global challenges by deepening their critical thinking, problem-solving, critical reflection, civic engagement, and collaboration skills. The intervention began with training the implementing faculty on transformative teaching and learning methods which were then integrated into the courses they taught. 

To measure the effects of the intervention, we designed a quasi-experimental pilot study involving 42 classes; 21 assigned to the intervention group and 21 to the control group. The study analyzed data from 208 students, with 84 in the treatment group and 124 in the control group. Prior to rolling out the pilot study, we gathered the baseline data on the students participating in the project. A Difference-in-Difference design was employed, comparing baseline and first follow-up data on critical thinking, problem-solving, critical reflection, civic engagement, and collaboration skills. Continuous monitoring and feedback mechanism are inbuilt in the project to ensure corrective actions are taken in time and data are periodically harvested to inform decision making. Data analysis were conducted using STATA 17 software.

The pilot results showed that, on average, students participating in the TTL project experienced increases in critical thinking, problem-solving and collaborative skills compared to their non-participating counterparts. In fall 2024 semester, we continued to follow up on the implementation of TTL by the faculty who participated in the pilot study, and the students too. In addition, we commenced the training of all faculty who then aligned their courses to TTL for project scale up in spring 2025. We share the findings of this project, its limitations and measures that we took, the challenges encountered and the lessons learnt. 

Amos Njuguna, Deputy Vice Chancellor - Transformative Teaching, Learning and Research, United States International University - Africa
Peter Kigwilu, Accreditation Liaison Officer, United States International University - Africa
Virginia Njau, Faculty Development Officer, United States International University - Africa

Challenge

Success and well-being of postgraduate students in part-time programs.

Purpose

1.      To identify the unique challenges faced by postgraduate students in part-time programs and provide valuable insights for improving their experience and outcomes.

a.      Explore how institutional and administrative barriers affect students' progress and well-being. 

b.      Identify the most common difficulties encountered by students in balancing their academic responsibilities with their professional and personal lives. 

c.      To evaluate the effectiveness of supervision and mentorship provided to postgraduate students in part-time programs. 

d.      To identify strategies for addressing the challenges faced by postgraduate students in part-time programs. 

Patrick Wamuyu, Associate Dean School of Graduate Studies, United States International University - Africa