​Learning and Teaching Enhancement Seminar: 9 May 2019

You are invited to the second of four quarterly Teaching and Learning Seminars under the auspices of the Vice-Rector (L&T), Prof Arnold Schoonwinkel, and the Learning and Teaching Enhancement Division.

Topic: Autonomy pathways to compare active teaching methods in undergraduate Physiology classes

Presenter: Faadiel Essop

Short Biography:

Faadiel Essop is a professor based within the Department of Physiological Sciences in the Faculty of Science, where his key focus areas include cooperative and active learning in relatively large classes.  He is passionate about creating a teaching and learning environment that is conducive to critical thinking, problem solving and a deeper understanding of subject content.  In terms of his physiological research interests, his team focuses on cardio-metabolic diseases such as coronary heart disease and diabetes. More recently, he has initiated a research project that investigates the impact of psychosocial stress on the heart and he is keen to also expand this focus into the teaching and learning sphere.

Blurb:

Physiology undergraduate students grapple with large amounts of content and mostly memorize facts to pass tests and exams.  Students also struggle to understand how different organ systems cross-talk and/or are integrated within the whole organism. It has also been argued that science teachers should spend more time on how scientists do science, i.e. the process of science, and less on the academic content.  Recently, four broad types of active learning interventions for Physiology undergraduate classes were suggested, i.e. a) posing questions (at start or end of lectures), b) encouraging think-pair-share activities, c) use of multiple analogies, and d) introducing problem-solving activities.  However, it is difficult to compare the efficacy of such methodologies to identify those most suited to be used within the classroom. Here selected examples of in-house developed Physiology class activities at Stellenbosch University - aimed at fostering critical reasoning and problem-solving skills - will be examined using the Legitimation Code Theory’s Autonomy dimension.  An assessment of such active learning techniques through the lens of Autonomy allows for the determination of the putative value and efficacy of each respective method in terms of promoting a problem-solving culture within Physiology undergraduate classrooms.

Time: 13:00-13:45 on 9 May 2019

Place: Room 3008, Faculty of Education

Refreshments will be served from 12:45.

Enquiries: Anthea Jacobs (jacobsa@sun.ac.za)

RSVP by Friday 3 May 2019

Internet reservation: Click on the following link to register your seat on Eventbrite

(Inetkey open - go to the website and click on the Register button): https://www.eventbrite.com/e/learning-and-teaching-enhancement-seminar-autonomy-pathways-to-compare-active-teaching-methods-in-tickets-60245721575