History of Centre for Teaching Support

The Centre for Teaching Support is an initiative of the University of Cape Coast through the then Faculty of Education which dates back to 2013 when the Vice- Chancellor saw the need to have a Centre to provide support to academic staff of the University especially newly appointed lecturers in higher education teaching. The Centre is to help fully achieve the University’s vision of positioning the University as a centre of excellence by providing continuous professional development for academic staff and other higher education institution teaching staff. Hence in 2013, the Vice-Chancellor of the university, Professor D. D. Kuupole charged the Dean of the then Faculty of Education, Professor J. Ghartey Ampiah to spearhead the formation of a centre that will help address the gap by supporting teaching in the university as well as extending consultation services to other higher educational institutions. A committee made up of members from the faculty was formed and a draft proposal for the formation of the Centre submitted to the Academic Board in 2013. The proposal was approved by the Board, and in November the same year the first Coordinator. Dr. Douglas Darko Agyei (later made the Director) and a management team were appointed by the Vice-Chancellor to start the Centre and manage its activities. The Centre has since been located in the College of Education Studies.

The Centre for Teaching Support provides professional development training through workshops/seminars as well as short courses for academic staff of the University of Cape Coast and other higher educational institutions (such as the Universities, Colleges of Education, Nursing Training Colleges and the Polytechnics) to enhance the quality of their teaching. These training aimed at strengthening the overall institutional capacity in teaching and learning that is needed in order to widen access to quality higher education in Ghana. The training programmes also expose teachers/lecturers/tutors working in higher education to practical principles underpinning teaching, learning, assessment and research for teaching in higher education, in a way that enables them to effectively apply their disciplinary knowledge and skills to meet the learning needs of their students.