Centre for Teaching and Learning
Welcome to Stellenbosch University



Elsabé Daneel Communication Workshopshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7046Elsabé Daneel Communication WorkshopsCTL/SOL<p>​<span style="color:#333333;font-family:calibri;font-size:medium;">Elsabé Daneel is a well-known TV presenter, TV & movie actor and have produced and acted in many theatre productions.  She is a producer, director and presenter of corporate videos as well as documentaries for kykNET and M-Net.</span></p><p style="line-height:normal;margin-bottom:0px;"><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">As communication and media strategist, she conducts the communication workshop, <em>Communication IQ</em>. These fun filled workshops in communication and projection skills are geared for corporate clients, TV and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </font></span></p><p style="line-height:normal;margin-bottom:0px;"><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></p><p style="line-height:normal;margin-bottom:0px;"><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">Elsabé will offer two communication workshops for Stellenbosch University academic staff during 2020.  The workshops will take place on 3 May and 4 August.</font></span></p><p style="line-height:normal;margin-bottom:0px;"><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></p><p style="line-height:normal;margin-bottom:0px;"><strong><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">The following topics are discussed during the workshops:</font></span></strong><span style="margin:0px;color:#333333;"></span></p><ul><li><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">​grasp communication jargon</font></span></li><li><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"></font></span><span class="ms-rteFontFace-5" style="font-size:16px;">discover the ABC of the communication process</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">evaluate your strong and weaker points as a communicator</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">make communication models work for you</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">suss out the technicalities that influence the communication process</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">recognize the role of personal style</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">thrive on body language</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">experiment with vocalics</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">indulge in relaxation techniques that work</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">package your verbal message</span></li><li><span class="ms-rteFontFace-5" style="font-size:16px;">establish rapport</span></li></ul><p style="line-height:normal;margin-bottom:0px;"><strong><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><strong><em><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">When:</font></span></em></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><font face="Calibri"><font size="3"><font color="#001000">4<span style="margin:0px;"> May from 13:00 to 17:30</span></font></font></font></p><p style="line-height:normal;margin-bottom:0px;"><font face="Calibri"><font size="3"><font color="#001000">3<span style="margin:0px;"> August from 13:00 to 17:30<em> </em></span></font></font></font></p><p style="line-height:normal;margin-bottom:0px;"><strong><em><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></em></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><strong><em><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">Where:</font></span></em></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">Den Bosch, 39 Victoria Street (opposite Skuilhoek and behind the Conservatoire)</font></span></p><p style="line-height:normal;margin-bottom:0px;"><strong><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><strong><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">There are only 10 places available per workshop.</font></span></strong><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><em><span style="margin:0px;color:#333333;"><font face="Calibri" size="3"> </font></span></em><span style="margin:0px;color:#333333;"></span></p><p style="line-height:normal;margin-bottom:0px;"><em><span style="margin:0px;color:#333333;"><font face="Calibri" size="3">Please contact Claudia Swart-Jansen van Vuuren at claudias2@sun.ac.za or 021 808 9762 to reserve your place.</font></span></em></p><p><br> </p>
Teaching Excellencehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7021Teaching ExcellenceCTL / SOL<p style="text-align:left;">​​​​​​<br></p><p style="text-align:left;">The annual joint SU Teaching Excellence Awards and Research Excellence Awards ceremony took place at STIAS on 5 December 2019. The event was expanded this year to include the Media Awards and <em>The Conversation</em> awards.</p><p style="text-align:left;"> </p><p style="text-align:left;">In his introduction to the presentation of the Teaching Excellence Awards, Prof Arnold Schoonwinkel, Vice-Rector (Learning and Teaching), contextualised teaching at SU as an integral part of research: “we research in order to teach, we teach in order to prepare our students to research, and we research <em>how</em> we teach".  Prof Schoonwinkel outlined the opportunities available to lecturers to develop their teaching, for example the annual SoTL conference, the Scholarship of Educational Leadership (SoEL) course, and the teaching fellowships. He emphasised the systematic and rigorous process of the evaluation of teaching excellence for the awards and expressed his appreciation of the depth of teaching knowledge demonstrated by the 2019 applicants.  </p><p style="text-align:left;"> </p><p style="text-align:left;">The Teaching Excellence Awards are divided into two categories, 'Distinguished Teacher' and 'Developing Teacher', based on academics' experience of and leadership in the scholarship of teaching and learning. Applicants submit a teaching portfolio that demonstrates their critical thinking about their teaching context, students, knowledge and professional growth. The portfolio displays their teaching trajectory, including their successes and failures as well as the enablers and barriers they have experienced.</p><p style="text-align:left;"> </p><p style="text-align:left;">The 2019 Teaching Excellence Awards were presented to the following 12 lecturers (please see the photograph above):</p><p style="text-align:left;"> </p><p style="text-align:left;">'Distinguished Teacher' Category:</p><ul style="text-align:left;"><li>Dr Taryn Bernard (Extended Degree Programme, Faculty of Arts and Social Sciences)</li><li>Prof Dennis Francis (Department of Sociology and Social Anthropology, Faculty of Arts and Social Sciences)</li><li>Dr Marnel Mouton (Department of Botany and Zoology, Faculty of Science)</li></ul><p style="text-align:left;"> </p><p style="text-align:left;">'Developing Teacher' Category:</p><ul style="text-align:left;"><li>Prof Gareth Arnott (Department of Chemistry and Polymer Science, Faculty of Science)</li><li>Dr Karin Baatjes (Departments of Biomedical and Surgical Sciences, Faculty of Medicine and Health Sciences)</li><li>Dr Karel Kruger (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering)</li><li>Dr Sharon Malan (Extended Degree Programme, Faculty of Economic and Management Sciences)</li><li>Ms Carla Morris (School of Accountancy, Faculty of Economic and Management Sciences)</li><li>Dr Robbie Pott (Department of Process Engineering, Faculty of Engineering)</li><li>Lieutenant-Colonel André Pretorius (Department of Computer Information Systems, Faculty of Military Science)</li><li>Mr Stephan van der Merwe (Law Clinic, Faculty of Law)</li><li>Mr Alwyn Visser (School of Accountancy, Faculty of Economic and Management Sciences)</li></ul><p style="text-align:left;">Prof Schoonwinkel also acknowledged the two Teaching Fellows who completed their fellowships in 2019, namely Dr Elize Archer (Centre for Health Professions Education, Faculty of Medicine and Health Sciences) and Dr Berna Gerber (Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences). The fellowship scheme provides the opportunity for excellent teachers and scholars of teaching and learning to spend more consistent periods of time, with various forms of support, to focus on aspects of renewal, exploration and dissemination of good practice in departments and faculties. </p><p style="text-align:left;">Current holders of a teaching fellowship are:</p><ul style="text-align:left;"><li>Prof Ingrid Rewitzky (Vice-Dean: Teaching and Learning, Faculty of Science)</li><li>Dr Marianne McKay (Department of Viticulture and Oenology, Faculty of AgriSciences) </li><li>Dr Michael Schmeisser (Department of Horticultural Science, Faculty of AgriSciences)</li><li>Dr Marianne Unger (Division of Physiotherapy, Faculty of Medicine and Health Sciences)</li></ul><p style="text-align:left;">Dr Margaret Blackie (Department of Chemistry and Polymer Science, Faculty of Science) has been awarded a teaching fellowship from 2020 to 2022.</p><p style="text-align:left;">More information about the Teaching Excellence Awards and the Teaching Fellowships is available from Dr Karin Cattell-Holden, <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a> or X 3074.​</p><p style="text-align:left;"><br></p><p style="text-align:left;"><a href="/english/Lists/news/DispForm.aspx?ID=7000" target="_blank">Click here to read more​</a> about the SU Chancellors Awards.<br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><a href="/english/learning-teaching/ctl/Pages/SU-Institutional-Excellence-in-Teaching-and-Learning.aspx?TermStoreId=d4aca01e-c7ae-4dc1-b7b2-54492a41081c&TermSetId=deb9b656-e431-4748-967b-0abed9c19ffb&TermId=bc669dad-fd79-428c-8ba0-b4c2caa3c85d" target="_blank">Click here to read more</a> about the SU Awards for Excellence in Teaching & Learning.  <br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><a href="/english/learning-teaching/ctl/t-l-awards-and-grants/teaching-fellowships" target="_blank">Click here to read more</a> about SU Teaching Fellowships. <br></p><p style="text-align:left;"><br><br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><br><br></p><p style="text-align:left;"><br></p>
Curriculum for Climate Changehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6845Curriculum for Climate ChangeCTL / SOL<p>​​​​​<br></p><p>Dr Melanie Skead, Director of CTL, participated as local expert in the development of a Master's degree on climate change and recently shared some of the good news on RSG radio programme <em>Die Kwik Styg.</em><em>  </em> RSG acknowledged the contribution of this Master's programme as empowering in the fostering of knowledge and insight on climate change among a new generation of researchers and experts.</p><p> </p><p>Dr Skead was instrumental in the curriculum development of the Master's degree on climate change within the framework of the Southern African Regional Universities Association (SARUA). SARUA's objective with the development of this Masters degree was to educate a new generation of researchers, practitioners and decision-makers in climate change and sustainable development in the Southern African region.</p><p> </p><p><strong>The Need for Such a Curriculum </strong></p><p>The need for such a curriculum was identified in 2014 by SARUA in a research study and needs assessment to ascertain the capacity for climate-focused research in die tertiary education sector of 12 Southern African countries.  The study considered multiple disciplines and role players outside the academic context, such as governments, business and employment sectors, research and community organisations.</p><p> </p><p>The study found that very few academic programmes were specifically aimed at climate change and sustainable development, and thus a decision was taken to develop such a curriculum.  </p><p> </p><p>The first step was for SARUA's Curriculum Innovation Network to make <strong>funding </strong>available and to call for <strong>research proposals.</strong>  The University of Cape Town's African Climate and Development Initiative (ACDI) took initiative and invited various other universities to collaborate.  A <strong>consortium</strong> of 7 universities from 5 Southern African countries (South Africa, Zimbabwe, Mauritius, Tanzania, Mozambique) was established to develop the curriculum.   So the project team started from the context of the funder's guidelines to conceptualise a possible curriculum framework with objectives, learning outcomes, credits, core and elective modules, delivery modes, assessment and research component.  An important step was to approach potential employers in the private and public sectors of each participating country to get a clear picture of the knowledge and skills required of graduates.</p><p> </p><p><strong>The Target</strong></p><p> </p><p>The Master's degree is on NQF level 9 and is aimed at universities.  It is offered by lecturers from various disciplinary backgrounds and students from a <strong>wide range of disciplinary backgrounds</strong> <strong>c</strong><strong>ollaborat</strong><strong>e</strong> on it, for instance from Science, Economy, Law and Social Sciences.  The curriculum allows them to collaborate in the learning and research processes.  Climate change and sustainable development cannot be offered from a single discipline, as it impacts on various aspects of study.<strong> </strong></p><p> </p><p>The curriculum has been endorsed by the Western Cape Department of Agriculture.</p><p> </p><p><strong>Criteria for the Curriculum </strong></p><p><strong> </strong></p><p>The curriculum had to meet the following requirements of SARUA:</p><ul><li>An overarching conceptual framework endorsed by review and involvement of networks from each participating country or university. </li><li>Curriculum design in the form of 3 core and 4 elective modules with guidelines to adjust the curriculum for local needs and different accreditation requirements.</li><li>Inter- and transdisciplinarity in the curriculum design.</li><li>Focus on group work, strong research component and balancing theory and practice.</li><li>Flexibility to offer the curriculum either as a whole or as modules without additional expense, and open access to any university who wants to offer the curriculum.</li><li>Contributing to curriculum development for Southern African tertiary postgraduate learning in the process.</li><li>Designing learning material and an online platform for teaching and learning which is accessible to students. </li></ul><p> </p><p><strong>Regional Differences</strong></p><p>Interaction among curriculum developers from various universities was a benefit arising from the process.  <strong>Accreditation requirements</strong> among the participating countries differed in the number of required credits for a Master's degree.  For South African MSc degrees, 120 to 180 credits are required and 1 credit represents 10 notional hours.  In Mauritius it is 36 to 45 credits, with 1 credit as 15 teaching hours or 30-45 hours' practical work.  </p><p>There were no big differences in terms of curriculum design principles and the team members all agreed on the main topics to be covered, except that South African curricula appeared to focus more on <strong>social justice</strong>.</p><p> </p><p> </p><p><strong>Curriculum Content</strong></p><p> </p><p>The curriculum consists of <strong>seven modules plus a research project</strong> (33-50% of the credits).  The three compulsory modules focus on core concepts in <strong>climate change and sustainable development, transdisciplinary thought and skills,  the promotion of initiatives for relevance, socially inclusivity, environmental sustainability and resilience.</strong>  Four elective modules include a wide variety of topics such as <strong>agriculture, food security, ecosystems, urban development and social justice.</strong> </p><p> <br></p><p>Lecturers from 22 universities have been trained in applying the curriculum.  A survey in August 2018 indicated that 8 universities offered the curriculum in part or as a whole:  Mulungushi University, <strong>Zambia</strong>; Bindura University of Science Education, <strong>Zimbabwe</strong>; University of Dodoma, <strong>Tanzania</strong>; University of <strong>Mauritius</strong>; University of E<strong>eSwatini</strong>; Lilongwe University of Agriculture and Natural Resources, <strong>Malawi; </strong>and in South Africa, the<strong> University of Cape </strong>Town at the African Climate and Development Initiative (ACDI).  ACDI has registered between 10 and 20 students per annum and <strong>59 students have already graduated here</strong>.  At the other universities,  cohorts of between 17 and 34 students are set to graduate later in 2019.</p><p> <br></p><p><strong>Excitement</strong></p><p> </p><p>Dr Skead said it was exciting that a curriculum which focuses on such a vital knowledge area, also provided opportunity for colleagues from Southern African countries to learn together in a dynamic process about the kind of curriculum needed in Africa in this century.  The <strong>interaction </strong>with such a large group of academics and the exposure to the challenges in our neighbouring countries opens one's eyes to our own context. This is an instance of African creativity, collaboration and knowledge sharing to solve our own problems<strong>. </strong></p><p> </p><p>Dr Skead encouraged this generation to not leave their problems for the next generation to solve.  “We have to start now to think and act differently in order to leave an earth for them on which to live and flourish.  If I may use an African Proverb – 'The world is not ours, the earth is not ours. It's a treasure we hold in trust for future generations'. And I often hope we will be worthy of that trust.“</p><p> </p><p><br></p>
Excellent Teachers of 2019http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6784Excellent Teachers of 2019CTL / SOL<p>​</p><p style="text-align:center;"><strong class="ms-rteFontSize-3">SU Teaching Excellence Awards 2019</strong></p><p style="text-align:center;"><strong> </strong></p><p style="text-align:justify;">The institutional selection panel for the Stellenbosch University (SU) Teaching Excellence Awards 2019 and the Centre for Teaching and Learning (CTL) would like to congratulate the following lecturers on receiving an award in the categories <em>Distinguished Teacher</em> and <em>Developing Teacher</em>:<br></p><p style="text-align:justify;"><br></p><p><strong>1. </strong><strong>Distinguished Teacher </strong></p><p> </p><p>-  Dr Taryn Bernard (Extended Degree Programme, Faculty of Arts and Social Sciences) </p><p>-  Prof. Dennis Francis (Department of Sociology and Social Anthropology, Faculty of Arts and Social Sciences)</p><p>-  Dr Marnel Mouton (Department of Botany and Zoology, Faculty of Science) </p><p> </p><p style="text-align:justify;"><strong>2. </strong><strong>Developing Teacher</strong></p><p>-  Prof. Gareth Arnott (Department of Chemistry and Polymer Science, Faculty of Science) </p><p>-  Dr Karin Baatjes (Departments of Biomedical and Surgical Sciences, Faculty of Medicine and Health Sciences)</p><p>-  Dr Karel Kruger (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering) </p><p>-  Dr Sharon Malan (Extended Degree Programme, Faculty of Economic and Management Sciences) </p><p>-  Ms. Carla Morris (School of Accountancy, Faculty of Economic and Management Sciences) </p><p>-  Dr Robbie Pott (Department of Process Engineering, Faculty of Engineering) </p><p>-  Lt. Col. André Pretorius (Department of Computer Information Systems, Faculty of Military Science)</p><p>-  Mr Stephan van der Merwe (Law Clinic, Faculty of Law) </p><p>-  Mr Alwyn Visser (School of Accountancy, Faculty of Economic and Management Sciences) </p><p style="text-align:justify;"> </p><p style="text-align:justify;">The above-mentioned candidates will receive their awards during a ceremony at the end of the fourth quarter. </p><p style="text-align:justify;"> </p><p style="text-align:justify;">The SU Teaching Excellence Awards acknowledge excellent teaching at institutional level and offer lecturers and management an opportunity to value reflective and contextually-aware teaching. All teaching staff – permanent as well as contract appointments – are eligible for these awards. </p><p style="text-align:justify;">Enquiries:  Dr Karin Cattell-Holden, X 3074 or <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a>.</p><p style="text-align:justify;"> </p><p style="text-align:justify;">Photo by <a href="https://unsplash.com/%40patrickian4?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Patrick Fore</a> on <a href="https://unsplash.com/s/photos/forest-path?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a><br></p><p><br></p>
New for SoTL 2019: Keynote Abstract Appetisershttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6732 New for SoTL 2019: Keynote Abstract AppetisersThukela Bekwa<p style="text-align:justify;">​​Visit the SoTL website to view short<em> Keynote Abstract Appetizer </em>videos from<em> </em>this year's Keynote Speakers: Prof Geo Quinot (Stellenbosch University) and Prof Joy Mighty (Carleton University in Ottawa). The videos give a short overview of the theme and focus of the keynotes.</p><p style="text-align:justify;">The 12th annual in-house Scholarship of Teaching and Learning (SoTL) conference presented by Stellenbosch University (SU) will take place on 29 and 30 October 2019 at the Lord Charles Hotel, Somerset West. Pre-conference workshops will be offered on 28 October 2019.<br></p><p style="text-align:justify;">The conference theme for this year is “<em>Teaching Matters @ SU</em>".<br></p><p style="text-align:justify;">Prof Mighty asks,<em> “Why teach? Why do YOU teach? Would it matter if you did not teach? How you answer these questions may provide important clues to how you teach, how you interact with your students, and your perceptions of the role that teaching plays in both your professional identity and the dominant teaching philosophy of your institution.</em>"<br></p><p style="text-align:justify;">Prof Quinot depicts the focus of his paper as, “<em>A collaborate paradigm of teaching and learning. It asks what the relationship is between the 'YOU' and the 'OUR' when one says, 'Your teaching matters'. The paper aims to link the individual teaching practice with a community of practice via the African value of ubuntu, asking whether such a collaborative paradigm is perhaps more appropriate for a university with the vision of becoming 'Africa's leading </em><em>research-intensive </em><em>university.</em>"<br></p><p style="text-align:justify;">Remember to register for the conference before the closing date of 18 October 2019.<br></p><p><strong>Please visit the conference website</strong> at <a href="http://www0.sun.ac.za/sotl">http://www0.sun.ac.za/sotl</a> for registration and keynote biographies.​<br></p><p style="text-align:justify;"><strong>Enquiries:</strong> <a href="mailto:sotl@sun.ac.za">sotl@sun.ac.za</a>​​​<br></p>
SoTL 2019: Abstract submission deadline extended to 23 August 2019http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6616SoTL 2019: Abstract submission deadline extended to 23 August 2019Thukela Bekwa<div class="OutlineElement Ltr BCX0 SCXW241516823" style="margin:0px;padding:0px;overflow:visible;cursor:text;clear:both;direction:ltr;color:#000000;font-family:"segoe ui", "segoe ui web", arial, verdana, sans-serif;font-size:12px;background-color:#ffffff;"><p style="text-align:justify;">Please note that the <strong>abstract submission deadline</strong> for the 2019 SoTL conference is <strong>extended to Friday, the 23</strong><strong><sup>rd</sup></strong><strong> of August 2019</strong>.<br></p><p style="text-align:justify;">The annual Stellenbosch University (SU) conference on the Scholarship of Teaching and Learning (SoTL) will take place on 29 and 30 October 2019. Pre-conference workshops will be offered on 28 October 2019. The conference will again take place at the Lord Charles Hotel, Somerset West and is free for SU academics.<br></p><p style="text-align:justify;">The 12<sup>th</sup> conference's theme is <em>“(Your) Teaching Matters @ SU".</em>  </p><p style="text-align:justify;">The conference aims to address all aspects of teaching and learning at SU in an open, supportive and intellectually stimulating atmosphere. It provides a platform where academics can share best practices, research findings and innovative ideas about teaching and learning; reflect on and debate about teaching and learning methods, trends and goals within the current context; and celebrate teaching and learning. </p><p style="text-align:justify;"><em>Please</em> <em>register for the conference </em>and <em>submit your abstract before 23 August 2019 </em><a href="http://www0.sun.ac.za/sotl/"><em>here</em></a><em>!</em></p><p style="text-align:justify;"><strong>Enquiries:</strong> <a href="mailto:sotl@sun.ac.za">sotl@sun.ac.za</a><br></p><br></div>
The Scariest Module to Teachhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6505The Scariest Module to TeachCTL / SOL<p>​</p><p style="text-align:center;"><strong>CTL AUXIN SESSION, 28 May 2019</strong></p><p style="text-align:center;"><strong>held at Den Bosch, from 12:45 – 13:45</strong></p><p> </p><p> In this Auxin session, Dr Michael Schmeisser gave feedback on a non-scientific module for first years in Horticultural Science, which was introduced in 2018 for students to gain soft skills such as self-reflection and concept mapping.  </p><p> </p><p>Schmeisser designed the module drawing on the authentic learning framework of Herrington & Oliver (2000), and their guidance for operationalising it situationally.  During the departmental recurriculation cycle, Schmeisser argued passionately in favour of including such a non-scientific module in the scientific environment, because students needed to have a clear sense of their own motivation through their university career: “Our students are well trained for the academic, the scientific and even the industrial world, having hopefully gained knowledge, logic and critical thinking skills throughout their four years of study. </p><p> </p><p>“Yet I have always sensed that many students are not truly aware of the final 'quality student' their degree is attempting to shape them into by the end of their studies. And if they amble through the years without a true purpose for studying, it makes the academic journey a dreary one and does not foster meaningful learning. It was this notion of the 'lack of purpose for learning' that lead me to conceptualize this module," he says.</p><p> </p><p>But on getting the go-ahead to design the soft skills module, his first thought was “I should have kept my mouth shut".  It was scary for a scientist to design and teach a module with non-scientific content. </p><p> </p><p>Schmeisser tackled it by keeping in mind the aim of the module, and by inviting various guest lecturers.</p><p>The aim of the module was to prepare students for the next three years of their academic life by installing a sense of purpose.   Students' self-reflection became the golden thread running through all the topics introduced in the module: Reflection on self, but also reflection for learning.  </p><p> </p><p>Module content on how to reflect was supported by other topics, such as letting students develop their own e-portfolios, concept mapping, CV building and industry exposure at early stages. The module encouraged students to undertake focused holiday work, which Schmeisser called a vocational vacation. </p><p> </p><p> On evaluating the success of the module, Schmeisser noted that students' feedback changed from somewhat negative to generally positive over the course of attending the module, concluding with reporting that the module was helpful in their studies.  One student, for instance, gave feedback that the module “literally saved" her from dropping out of university.   Several indicated that the content on stress management and mental well-being was particularly helpful, with go-to contact numbers for support on campus. </p><p> </p><p>In discussion with Auxin attendants during the session, Schmeisser indicated that the module would be followed up when these students are in their fourth year.  The reflective habit will be reinforced and the e-portfolio will be finalised with a view to career development.  Schmeisser also responded to a question on rolling out such a module, with a statement that it would lose its benefits if it is not linked to a specific discipline. Such a disciplinary link creates a situational framework in which students gain skills to integrate knowledge units, and to retrieve their knowledge in real-life, problem-solving contexts.  He also remains adamant that the module should remain unscientific – scary as that may be.</p><p> </p><p>To listen to a podcast of the Auxin session, ​ <a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources">click here.​</a> <br></p><p> </p><p>For more information, contact Dr Michael Schmeisser at schmeisser@sun.ac.za .</p><p>To participate in a Focused Interest Group on related content, contact CTL Advisor Charmaine van der Merwe at  cvandermerwe@sun.ac.za .</p><p> </p><p><em>Photo 1:  Scientist </em><em>Dr Michael Schmeisser shares the scare of unscientific teaching in the Auxin session.</em></p><p><em> </em></p><p><strong>Next Auxin Session:</strong><strong>  </strong></p><p>23 July 2019 in Education Building, room E3008, 12.45 – 13.45.</p><p>Anita Kleinsmidt of the Centre for Medical Ethics and Law at FMHS will discuss teaching & learning aspects of building an online research ethics course.<br></p><p><br></p>
Interfaculty Fun with Teachinghttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6502Interfaculty Fun with TeachingCTL<p>​<br></p><p>Sixty-seven newly appointed academics from all 10 faculties gathered for the first interfaculty contact session of PREDAC (Professional Educational Development for Academics) on 22 May 2019 at STIAS.  The theme of the day was Teaching & Learning at SU “out of the box". The day was designed to illustrate how learning can be fun and active, and to maximize networking opportunities, to allow participants to engage with each other and to reflect on their own teaching.  </p><p>The newly designed PREDAC programme consists of seven phases.  During phase 1 participants completed their own online Teaching Perspectives Inventory, reflected on their results and had online discussions about their results with peers.  <br></p><p>The second phase provided participants with the opportunity to unpack the teaching, learning, and assessment of their modules in a visual way.  The STIAS contact session was phase 3 and focused on the design of learning opportunities.</p><p style="text-align:center;"><em> </em><em class="ms-rteThemeForeColor-9-0"><strong>“Wonderful ways of engaging with the content. </strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>Definitely fun ways of understanding the</strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong> core functions of teaching and learning."</strong></em></p><p>Upon arrival at STIAS, participants were surprised with a caricature artist, ready to draw each of them in support of the idea that learning should be fun.  Boxes with colourful flowers and sweet treats added to the visualization of the “out of the box" theme, inspiring participants to think about their own teaching in a different way. <br></p><p style="text-align:center;"><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/artists%20Predac%20220519.png" alt="artists Predac 220519.png" style="margin:5px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/artist%20concept%20PREDAC%20220519.png" alt="artists Predac 220519.png" style="margin:5px;width:396px;" /><br></p><p></p><p>A concept artist made visual summaries of the input during sessions, to clarify ideas in a visual way.</p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>“The golden thread of 'learning in fun' throughout</strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong> the whole day, including the caricatures. </strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>Nico's drawings and the activities."</strong></em></p><p>During the first session, Dr Antoinette van der Merwe (Senior Director:  Division for Teaching and Learning Enhancement) officially welcomed the newly appointed academics at the institution and she shared with them how SU is creating an enabling environment for teaching and learning to flourish.  </p><p style="text-align:center;"><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/avdm%20220519.png" alt="avdm 220519.png" class="ms-rtePosition-4" style="margin:5px;" /><br></p><p>For the following session, participants were asked to imagine they were students in a Teaching 101 class. Students had to follow “the lecturer" while she folded an origami box and make a box themselves. This experience was then debriefed according to the principles of experiential learning, self-determination theory and active learning approaches. The session ended when participants had to reflect on this learning experience and making it applicable to their own teaching context.</p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>“I am learning way more than I expected to</strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>and cannot wait to implement some of </strong></em></p><p style="text-align:center;"><em class="ms-rteThemeForeColor-9-0"><strong>the things in my module."</strong></em></p><p>After refreshments, participants engaged in a cooperative learning activity when they read and discussed academic articles about the principles, theories, and approaches they experienced during the morning session. During the afternoon session participants worked in their faculty groups and used what they have learned up to that point to design learning opportunities for their modules to address possible areas of concern, which they had identified when they unpacked their modules during phase 2.<br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/acooperative%20learning%20PREDAC%20220519.jpg" alt="acooperative learning PREDAC 220519.jpg" style="margin:5px;width:450px;height:386px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/anetwork%20PREDAC%20220519.png" alt="anetwork PREDAC 220519.png" style="margin:5px;" /><br></p><p><br></p><p><br></p><p>The day ended with a networking opportunity where participants had time to make connections, reflect on the day, and have refreshments “out of the box" … while listening to a marimba band.  Participants will continue with phase 4 of PREDAC after the semester break and meet again at STIAS on 9 September for the second interfaculty contact session.<br></p><p>​<br></p><p><br></p><p>For more information on PREDAC, contact Claudia Swart-Jansen van Vuuren at claudias2@sun.ac.za or <a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/predac">click here</a> .<br></p><p> <br></p><p><em>Photo 1:</em><em>  </em><em>PREDAC participants at work in an active learning session on 22 May 2019.</em></p><p><em>Photos 2 & 3:  The caricature artist and the concept artist provide opportunities for light reflection.</em></p><p><em>Photo 4:  Dr Antoinette van der Merwe engages with a PREDAC participant on the balance of academics' research and teaching roles.</em></p><p><em>Photos 5 & 6:  PREDAC participants work together in the morning's cooperative learning session and relaxed together afterwards.</em></p><p><em> </em></p><p><em>Quotations in red italics are from PREDAC participants' anonymous feedback on 22 May 2019.</em></p><p><br></p>
Mentors need Street Smarts & Spiritual Fruitshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6495Mentors need Street Smarts & Spiritual FruitsCTL<p>​​<br></p><span class="ms-rteFontSize-3"><strong>CTL AUXIN SESSION, 23 APRIL 2019</strong></span><br class="ms-rteFontSize-3"><span class="ms-rteFontSize-3"><strong>held at Education 3008, from 12:45 – 13:45</strong></span><br> <br>This Auxin presentation by Ms Shona Lombard explored the unique support that can be offered when senior students mentor first-year students in the extended degree programme (EDP).  Mentoring can make a profound contribution to the successful integration of these students, often the first generation undertaking a university career.<div> <br>The title of this Auxin presentation, The Fruits of the Spirit mixed with Street Smarts, was inspired by one of the senior students who acted as a mentor, when asked to reflect on what the qualities of a good mentor would be.  She responded that a mentor needs to be street smart and also to possess the fruits of the spirit as described in the New Testament: love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control.  Auxin attendants found it particularly useful when Ms Lombard shared such examples of the mentors’ own voices.</div><div><br>Ms Lombard introduced the Auxin audience to the background of the peer mentorship programme within EDPs since 2015.  She also introduced the theories and literature she explored in a FIRLT-funded study to develop the current version of the mentor programme, and this lead to meaningful interdisciplinary discussion in the Auxin session.  In the current version of the mentor programme, mentors aim to create a safe space within which first-year EDP students are able to interact with their mentors, senior EDP students.  Thus the mentor sessions are focused on sharing experiences related to transitioning the gap between school and university, rather than on academic content, which is supported and developed in other programmes.</div><div><br>The quantitative and qualitative data, together with annual evaluation processes, have indicated that the mentor programme does indeed provide safe, supportive and challenging spaces that promote critical and creative thinking which can result in positive behavioural changes for both the mentees and mentors.<br>Since 2017 the presenter has also been involved in the co-curriculum accreditation process of the mentor programme so that mentors’ work can be acknowledged on their academic transcripts. As an example of an experiential learning process (Kolb, 1984), this mentor programme provides ample opportunities for transactions between the mentees' and mentors' personal knowledge and the social knowledge gained through interaction with each other in this space of development.</div><div><br>The Auxin attendants engaged with the presenter on sharing best practices across faculty contexts, and in their feedback indicated that her study’s theoretical grounding was the most appreciated aspect of the session.<br> <br>To listen to a podcast of the session, please visit:<br>http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources<br> <br>For more information about literature on the topic, feel free to contact the presenter:<br>Ms Shona Lombard [shonal@sun.ac.za]<br> Picture 1:  Ms Shona Lombard with a group of mentors who successfully completed the mentorship programme.<br>​<p><br></p></div>
First Certificates for Educational Leadershiphttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6492First Certificates for Educational LeadershipCTL<p>​​​​​​​<br></p>The first 10 candidates who successfully completed the SoEL short course received their certificates at a celebratory ceremony on 12 April 2019 from Prof Arnold Schoonwinkel (Vice-Rector: Learning and Teaching). The short course in Scholarship of Educational Leadership was offered over a one-year period to staff members who are in educational leadership positions. For their final summative assessments, participants had to submit a draft scholarly output reporting on a piece of educational research they undertook as well as a mini-portfolio reflecting on their educational leadership philosophy.<div>Photo:<br>Back row L to R: Prof Aletta Odendaal (EMS), Prof Arnold Schoonwinkel, Prof Ronelle Carolissen (Education) Prof Debby Blaine (Engineering), Dr Shantelle Weber (Theology), Dr JP Bosman (CLT).<br>Front row L to R: Dr Antoinette van der Merwe (Senior Director, DLTE), Dr Fankie Monama (Military Science), Dr Mary Nel (Law), Dr Nicoline Herman (CTL, co-facilitator), Prof Karin Jacobs (Science), Prof Cecilia Jacobs (CHPE, convenor and facilitator). </div><div>Absent: Prof Julia Blitz (FMHS) and Ms Ruth Andrews (Manager: Co-Curriculum).<br><br> <p><br></p></div>