Centre for Teaching and Learning
Welcome to Stellenbosch University

 

 

SU Teaching Awards 2022http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9615SU Teaching Awards 2022Dr Karin Cattell-Holden<p style="text-align:justify;">​​The annual SU Teaching Awards acknowledge and reward outstanding teaching at the University. The awards are offered in three categories: <em>Leaderly Teaching Scholar</em>, <em>Scholarly Teacher</em> and <em>Teaching Collaboration</em>.*</p><p style="text-align:justify;">The 2022 Teaching Awards have been received by:</p><ol><li>Prof Faadiel Essop (Centre for Cardio-metabolic Research in Africa (CARMA), Division of Medical Physiology, BMRI, Faculty of Medicine and Health Sciences) (Category: <em>Leaderly Teaching Scholar</em>)</li><li>Prof Herman Kamper (Department of Electrical and Electronic Engineering, Faculty of Engineering) (Category: <em>Scholarly Teacher</em>)</li><li>Ms Mareli Rossouw (School of Accountancy, Faculty of Economic and Management Sciences) (Category: <em>Scholarly Teacher</em>)</li></ol><p style="text-align:justify;">No award was made in the category <em>Teaching Collaboration</em>.</p><p style="text-align:justify;"><strong>Prof Faadiel Essop</strong> is currently a professor in the Division of Medical Physiology (Faculty of Medicine and Health Sciences). He is also the Director (and co-founder) of the Centre for Cardio-metabolic Research Centre in Africa (CARMA) at Stellenbosch University. He is a Fulbright fellow, an NRF B2 rated researcher, and has a strong interest in two research fields: a) the effects of chronic stress on cardio-metabolic diseases onset and b) the development of HIV-related cardiovascular diseases. During 2021 he was awarded the Physiology Society of Southern Africa's prestigious Lifetime Career Achievement Award that “honors a well-established physiologist wh</p><p style="text-align:justify;"><span></span><span></span>o has proven their research excellence over a period of time". Prof. Essop received an SU Teaching Award in 2018 (in the category <em>Scholarly Teacher</em>) and became a Teaching Advancement at University (TAU) Fellow in 2022.</p><p style="text-align:justify;">Prof. Essop's <strong>teaching philosophy</strong> revolves around a student-centred approach that requires the implementation of innovative active learning practices. His philosophy also strongly emphasises authenticity, both in terms of what the lecturer brings into the classroom and the promotion of authentic learning for the real, complex world. Such a transformative experience enables students to become critical citizens and well-rounded professionals who display increased humaneness and empathy. These students are equipped to act as change agents when tackling contemporary (and future) health-related challenges.</p><p style="text-align:justify;"><strong>Prof Herman Kamper</strong> is Associate Professor and Postgraduate Coordinator in the Department of Electrical and Electronic Engineering, Faculty of Engineering. He is a Professional Engineer registered with the Engineering Council of South Africa (ECSA). Prof. Kamper is an NRF Y1 rated researcher. He was named the Faculty of Engineering's Upcoming Researcher of the Year in 2019 and received the IEEE ICASSP Outstanding Reviewer Award in 2022. He is the co-founder and organizer of the seminar series and discussion forum Maties Machine Learning (MML), 2017 to present.</p><p style="text-align:justify;">Prof Kamper's <strong>teaching philosophy</strong> aims at enabling students to grasp the threshold concepts in his course, and to learn the skills through which these concepts are applied to solve real problems. He accomplishes this by</p><p style="text-align:justify;">a) getting students excited so that they are motivated to engage with the subject matter,</p><p style="text-align:justify;">b) giving students the lay of the land, so that they have the bigger picture, and</p><p style="text-align:justify;">c) equipping students to build their own knowledge by showing them where to find and how to process the relevant resources.</p><p style="text-align:justify;"><strong>Ms Mareli Rossouw</strong> is a lecturer in Financial Accounting in the School of Accountancy, Faculty of Economic and Management Sciences. She is a member of the SAICA Community of Best Practice, Critical Thinking, and has been a SAICA ITC Marker since 2020. She has received four First-year Achievement Awards and was voted Online top lecturer (undergraduate category) by her students in 2020. She is a member of the EMS Faculty Readmission committee and has been serving as a Thuthuka lecturer mentor since 2013.</p><p style="text-align:justify;">Ms Rossouw's <strong>teaching philosophy</strong> is based on the drivers of trust, personal development, passion, and critical thinking. She believes that:</p><ul><li>learning will happen if students also believe in the journey and the authenticity of the content being taught – she feeds into this belief through trust;<br></li><li>students develop, personally and as learners, through teaching – she encourages further development through assessment;</li><li>teaching should motivate and encourage students in their learning – she tries to achieve this through her passion and enthusiasm; and</li><li>teaching should change the way students think about the work that they are learning – she aims to develop critical thinking in this regard. </li></ul><p style="text-align:justify;">The Centre for Teaching and Learning would like to congratulate these three lecturers on their achievement and their dedication to their teaching and their students' learning. They will receive their awards at a Teaching and Learning celebration on 2 March 2023.  </p><p style="text-align:justify;">For enquiries about the SU Teaching Awards, please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a>.</p><p style="text-align:justify;">On the photo above are (from left to right) Prof. Faadiel Essop, Ms Mareli Rossouw and Prof. Herman Kamper.</p><p style="text-align:justify;">*  The <strong><em>Scholarly Teacher</em></strong> <strong>award</strong> is open to teaching academics who are <em>reflective practitioners </em>and also: draw on educational literature to reflect on their teaching practice and professional growth, and move beyond personal reflection to observation and peer review of their teaching. (<em>Teaching and Learning Policy</em>, 2018:4-5)</p><p style="text-align:justify;">The <strong><em>Leaderly Teaching Scholar</em></strong> <strong>award</strong> is open to teaching academics who are scholarly teachers and also: contribute to the body of teaching and learning knowledge through publication, and provide leadership in the field of teaching practice institutionally, nationally and internationally. (<em>Teaching and Learning Policy</em>, 2018:5)</p><p style="text-align:justify;">The <strong><em>Teaching Collaboration</em></strong><strong> award</strong> is open to a group of two or more academics from the same department or different departments/faculties who have worked together over a sustained period to design, develop and deliver a module, programme or other teaching-related project, such as curriculum renewal. At the time of application, the module/programme/project must already have been in the implementation phase for a minimum of two years. ​</p>
Re-imagining assessment for a transformative student experience at the 2022 SU SoTL Conferencehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9565Re-imagining assessment for a transformative student experience at the 2022 SU SoTL ConferenceDr Anthea H M Jacobs<p style="text-align:start;"><span style="text-align:justify;">Conference delegates at the <span style="text-align:justify;">15</span><sup style="text-align:justify;">th</sup><span style="text-align:justify;"> SU SoTL Conference </span>were once again afforded the opportunity to attend engaging workshops, keynotes and presentations. The theme of this year's conference was “Assessment matters. Re-imagining assessment culture and practices for a transformative student experience". </span><br></p><p style="text-align:justify;">Every year the SoTL conference provides a platform where academics share and celebrate teaching and learning practices and research. It also aims to address all aspects of teaching and learning at the University in an open, supportive and intellectually stimulating atmosphere. Scholars and teachers from various faculties at SU have an opportunity to present their research, innovations and reflections, educate one another and inspire emerging scholars at the event, which is organised annually by the Division for Learning and Teaching Enhancement. This year, the conference took place in hybrid format, with face-to-face pre-conference workshops at the Devon Valley Hotel, and the rest of the conference presentations online on MS Teams. The conference was attended by 231 registered participants and 77 abstracts were submitted in different presentation tracks. </p><p style="text-align:justify;">In his conference opening address, Prof Deresh Ramjugernath, Deputy Vice-Chancellor, Learning and Teaching, referred to the need for SU as an institution to look past the notion of learning and teaching per se, but to actually talk about learning, teaching and assessment. Prof Ramjugernath suggested that perhaps the name of the conference be changed to the Scholarship of Learning, Teaching and Assessment Conference. Another key reference in Professor Ramjugernath's address was the notion of “a transformative student experience". In fact, as one of the strategic themes of the University, he emphasised that it is not just applicable to students, but also to teaching staff. It is a transformative journey for all involved in learning, teaching and assessment. </p><p style="text-align:justify;">One of the highlights of the conference this year was the keynote address by Prof Paul Ashwin, Professor of Higher Education and Head of the Department of Educational Research at Lancaster University in the UK. The topic of Prof Ashwin's keynote was “The role of assessment in a transformative university education". He suggested that stronger educational arguments be developed for the power of university education that explains why academic knowledge is powerful and who it enables students to become. He furthermore argued for ensuring that assessment is focused on evaluating students' engagement with powerful knowledge and their ability to use this knowledge in the world. </p><p style="text-align:justify;">Other highlights of the conference included a keynote panel and a closing panel. The topic of the closing panel was “Future of Assessment at SU: From fear of failing to joy of learning". The session was characterised by lively group discussions. During the keynote panel, on the topic of “How assessment practices can be changed to support a transformative student experience", conference delegates could listen to inputs from three different panellists, representing the international, national and institutional contexts. Prof Lan Yang from the Education University of Hong Kong spoke about the importance of feedback orientations of both students and lecturers. Prof Francois Cilliers from the University of Cape Town reminded conference delegates to be “active owner" of assessment instead of “passive receivers". The third panellist, Prof Richard Stevens from SU, shared initiatives to advance assessment practices in the Law Faculty.   </p><p style="text-align:justify;">The conference ended on a high note with the announcement of the best presentations. The following papers were adjudged the best in various categories:</p><ul><li>Research track: “Towards a framework for the development of teamwork skills in Accounting students by Riana Goosen & Gretha Steenkamp (School of Accountancy)</li><li>Innovation track: “Teaching identity construction in academic texts through modality and visuals" – by Taryn Bernard (FASS)</li><li>Delegates' Choice: “Bringing Africa into the classroom" – by Patricia Zweig (FASS – Research Alliance for Disaster and Risk Reduction)</li><li>Best PREDAC Poster (as voted by the conference delegates): “Procrastination is the thief of time" by Melissa Botha, Kerotse Kekana & Sabrina Matthee (EMS) </li></ul><p>All the conference sessions and presentations were recorded and are available in the<strong> </strong><a href="https://teams.microsoft.com/l/team/19:YfkBelNqDtdOSe19464CGImC9ywsSsAZnH78B8bP75M1%40thread.tacv2/conversations?groupId=f6673db9-c632-4523-b5de-609f9438b4fd&tenantId=a6fa3b03-0a3c-4258-8433-a120dffcd348" target="_blank"><span class="ms-rteThemeForeColor-9-5"><strong>SoTL 2022 Conference Team</strong></span></a>. Also <strong>v</strong><strong>isit the conference website</strong> at <a href="https://www0.sun.ac.za/sotl/" target="_blank"><span class="ms-rteThemeForeColor-9-5"><strong>https://www0.sun.ac.za/sotl/</strong></span></a> for more information about the conference programme and to access abstracts from all the presentations. ​<br></p><p>​<br></p>
Faculty of Education Teaching and Learning Webinar: 13 October 2022http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9558Faculty of Education Teaching and Learning Webinar: 13 October 2022Dr Anthea H M Jacobs<p style="text-align:justify;">​The Vice-Dean (Teaching and Learning) of the Faculty of Education, Professor Michael le Cordeur, recently published a piece in <em>The Daily Maverick</em> (18 July 2022) entitled “We need a curriculum overhaul to equip young people for the workplace of the future". In subsequent discussions, the question arose, “Where do we start with this huge task?" There was agreement that a good starting point to get the discussion going, would be to organise an online teaching and learning webinar, using “futures thinking" and programme renewal as points of departure. This webinar took place on the 13<sup>th</sup> of October, and the write-up below briefly summarises the event.<strong> </strong></p><h3>Top​​ic</h3><p style="text-align:justify;"> “2032 – alternative futures of teaching, learning and assessment"<strong> </strong></p><h3>Pres​enter</h3><p style="text-align:justify;">Doris Viljoen<br></p><p style="text-align:justify;">The presenter framed her talk within the following quote by Jerome Glenn: “We are always going to be walking into the unknown – but we don't need to do it with ignorance". </p><p style="text-align:justify;">Keeping in mind how various global shifts and trends in education touch us as individuals, as a faculty, or society, will the graduates delivered by the Faculty of Education be able to function as educators and facilitators of learning in the world of work in 2032? This was how Doris Viljoen, Director of the Institute for Futures Research at the Stellenbosch University Business School, problematised her address. </p><p style="text-align:justify;">One of the biggest global changes currently facing academics and those trying to shape the face of teaching, learning, and assessment is the nature of human knowledge and how humans access it. The ease with which humans are now able to access vast quantities of information digitally and remotely, coupled with the growing expectation of being able to hyper-personalise one's experiences, will require fluidity in our relational engagement with stakeholders as we (as academics) facilitate the co-creation of knowledge through our various collaborations with students and peers. In this way we can begin to meet the changing and unique needs of our students so that they are able to make sense of teaching, learning and assessment. During the talk, Ms Viljoen outlined some of the challenging realities faced by South Africans, such as efforts to attain the <a href="https://dashboards.sdgindex.org/profiles/south-africa" target="_blank">17 sustainable development goals</a>, which cannot be ignored when considering students' pursuit of further education. She also referred to South Africans' resilience, agility, and ability to function in complex environments as strengths to rely on when facing the ever-changing landscape of teaching, learning and assessment. </p><p style="text-align:justify;">Ms Viljoen concluded her presentation by reminding us to remain eternally curious, to seek diverse or adverse opinions, and to be willing to step into the unknown by embracing new ideas and charting new courses despite the many uncertainties we face. During the post-presentation discussion, one of the attendees asked what the future looks like for teachers in an increasingly post-human, technology-driven world that also projects teacher shortages by 2030. In response, Ms Viljoen indicated that the projected teacher shortages are calculated based on our existing understanding of what a classroom or school or teacher is. However, we should be receptive to change and consider alternate teaching and learning possibilities and opportunities in collaboration with fellow higher education practitioners as we plan for the future. </p><p style="text-align:justify;">The seminar was attended by 20 staff members from the Faculty of Education, and there was lively engagement in the MS Teams meeting chat.  In the words of one of the participants, <em>the</em><em> presentation </em>offered “<em>very valuable, insightful information which surely makes one think about the future of education.</em>" </p><p style="text-align:justify;">The recording of this webinar is available <a href="https://stellenbosch-my.sharepoint.com/:v:/g/personal/jacobsa_sun_ac_za/EfM2DFaGNcBLvzgYgliZqU4BMVdUP4tQdcxJxYpMRhHtlQ?e=bPtb72" target="_blank"><strong class="ms-rteThemeForeColor-9-5" style="">here</strong></a>. ​</p>
Active Feedback: Teaching, Learning and Assessment Research Seminarhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9448Active Feedback: Teaching, Learning and Assessment Research SeminarCentre for Teaching and Learning (CTL)<p></p><p style="text-align:justify;">The <strong>SU Teaching Fellows</strong>, together with the <strong>Centre for Teaching and Learning (CTL)</strong>, hosted a research seminar for the SU academic community on 25 August 2022. The topic of the seminar was 'active feedback', or 'What if students generate their own feedback?' </p><p style="text-align:justify;">The online seminar was presented by two guest speakers, Prof. David Nicol and Suzanne McCallum from the Adam Smith Business School, University of Glasgow. Nicol and McCallum collaborate in researching this topic and have published extensively on their findings.  </p><p style="text-align:justify;">The seminar focused on the power of comparison in making students' inner feedback visible to them and growing their sense of agency in the process. When students receive feedback comments from a lecturer, they are asked to compare those comments against their work, and they (hopefully) generate new understanding out of that comparison. In this conception of feedback, lecturers provide comments on students' work and students generate (inner) feedback. But what if students were asked to compare their work against information other than lecturers' feedback, for example, a textbook, video, diagram, journal article, rubric or some combination thereof? Research done by Nicol and McCallum shows that, when students are deliberately prompted to do this and to make their inner feedback explicit as well (for example, in writing), the results are remarkable. Not only does this <a href="https://teams.microsoft.com/l/meetup-join/19:meeting_MjgzNDg3ZTctMWM1Ni00Yzc5LTg5YjQtNTY1N2IyZTBmOTc0%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%229aea225e-2694-4b85-a41e-2a62fdb3040f%22%7d">method enhance the</a> depth and scope of students' learning, but, importantly, it also develops their capacity to regulate their own learning, the goal of most higher education programmes. Furthermore, teachers can scale up feedback to all students without scaling up their workload. </p><p style="text-align:justify;">Nicol introduced participants to the thinking behind this method and McCallum demonstrated its implementation, using a range of disciplinary examples. It became clear that generating their own feedback enables students to transfer their learning to new contexts. Active feedback is therefore directly linked to learning-centred teaching.</p><p style="text-align:justify;">Participants were invited to interact with the presenters throughout the seminar and explored the possible application of active feedback to their modules. They were also invited to research this method further with Nicol and McCallum.</p><p style="text-align:left;">More information about David Nicol and Suzanne McCallum is available from <a href="http://www.davidnicol.net/" target="_blank">www.davidnicol.net</a> and <a href="https://www.gla.ac.uk/schools/business/staff/suzannemccallum/" target="_blank">https://www.gla.ac.uk/schools/business/staff/suzannemccallum/</a>.  ​</p>
LTE Seminar: Introducing broader humanities and arts concepts into the biomedical science curriculumhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9425LTE Seminar: Introducing broader humanities and arts concepts into the biomedical science curriculumDivision for Learning and Teaching Enhancement<p></p><p style="text-align:justify;"><strong>Topic:</strong><strong>  </strong>Introducing broader humanities and arts concepts into the biomedical science curriculum </p><p style="text-align:justify;"><strong>Presenter:</strong><strong>  </strong>Prof. Faadiel Essop</p><p style="text-align:justify;">“How can the training of scientists equip them better to function in a 'post-truth' world?"</p><p style="text-align:justify;">The above research question formed the focus of a presentation by Prof. Faadiel Essop (Division of Medical Physiology, Faculty of Medicine and Health Sciences, and TAU Fellow) at the third Learning and Teaching Enhancement seminar in 2022 on 8 September. </p><p style="text-align:justify;">For his TAU (Teaching Advancement at Universities) Fellowship research project Prof. Essop interrogated the notion that scientists often view their disciplines as 'neutral' and de-contextualised. This 'scientific elitism' can distance scientists from socio-political and historical contexts, such as contemporary pressing issues like equity redress and decolonization and past injustices committed during apartheid. </p><p style="text-align:justify;">With the Covid-19 pandemic, scientists have been increasingly thrust into the public domain, often required to respond to outlandish claims/conspiracies and to defend the scientific enterprise itself. However, such responses require deep and critical insights into the nature of the scientific process (e.g. weaknesses, strengths, philosophies, and socio-cultural-political contexts) and its ideal to arrive at coherent truths. Scientists therefore need to be better equipped to operate in the 'post-truth' world (a context in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief).  </p><p style="text-align:justify;">The aim of Prof. Essop's project was to develop a new Honours module in Medical Physiology, establishing a suitable pedagogical framework for the introduction of broader humanities and arts concepts into the biomedical science curriculum. Prof. Essop also undertook to assess the uptake of this module by students as well as its potential impact. The hypothesis was that this interdisciplinary module should aid the creation of a transformative teaching and learning experience, leading to well-rounded graduates (with strengthened graduate attributes) who are better equipped and trained to handle (and lead) some of the contemporary societal challenges we face.</p><p style="text-align:justify;">In developing the module Prof. Essop used four theoretical lenses: </p><ul><li>Reflection in learning (Boud et al., 1985)</li><li>Authentic learning (Rule, 2006)</li><li>Complexity of the scientific process (Matthews, 2012)</li><li>Human complexity in learning (Nussbaum, 2006).</li></ul><p style="text-align:justify;">Prof. Essop employed a design-based research approach according to which the<em> </em>implementation and success of the new module would best be facilitated by learning environments which ascribed to the following five principles:</p><p style="text-align:justify;">1. Choose meaningful, real-world problems for teaching and learning.</p><p style="text-align:justify;">2. Employ engaging discourse in class by allowing for open-ended discussions and sharing of diverse views.</p><p style="text-align:justify;">3. Promote a holistic and critical understanding of the scientific process (including aspects of history and philosophy).  </p><p style="text-align:justify;">4. Promote self-reflection by students to enhance their synthesis and validation of knowledge, and to increase their empathetic capacities and notion of social justice.</p><p style="text-align:justify;">5. Employ open-ended and self-reflective tasks together with authentic assessments. </p><p style="text-align:justify;">The new module, entitled “Features of Science", was launched and tested earlier this year. It had to be presented online, but, due to the use of a pedagogy of discomfort which moves students from a safe space to a brave space in the classroom, Prof. Essop argues that it should only be presented face-to-face.  </p><p style="text-align:justify;">A survey after completion of the module showed that it had a positive effect on students' awareness of social justice and racial bias in science, the value of open discussions about these issues, the crucial role of learning to think in a reflective manner in developing critical skills as a scientist, and the value of interdisciplinary collaboration (the module involved the Departments of Visual Arts and Journalism). One student commented as follows: “I found the module to be thought provoking and helpful. It has allowed me to reevaluate my empathy towards humanity, to understand the importance of collaboration and honesty in the field and to remember to have ethical neutrality throughout the scientific process." Another expressed the view that “[w]hat was entirely new to me was being taught to understand that scientific thinking goes beyond the linear nature of gathering facts or information but can also involve thinking critically and philosophically about various topics."  </p><p style="text-align:justify;">Students' performance in assessments confirmed the benefits inherent to the new module. </p><p style="text-align:justify;">Although the short-term impact of the module was demonstrated by the survey and assessment results, the long-term impact will only become clear if the student cohort could be followed to see if they become change agents in society. Interdisciplinary collaboration should also be continued to break down disciplinary silos. </p><p style="text-align:justify;">A modified version of the module will be rolled out in 2023. Prof. Essop anticipates an increase in student numbers from 16 this year to potentially 50 next year.<br></p>
SU Teaching Awards 2022http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9360SU Teaching Awards 2022Karin Cattell-Holden<p></p><p style="text-align:justify;"><strong>Applications for the Stellenbosch University (SU) Teaching Awards 2022 are currently awaited.</strong> </p><p style="text-align:justify;">The annual Teaching Awards acknowledge and reward outstanding teaching at SU. All teaching academics are eligible for these awards. </p><p style="text-align:justify;">Academics may apply for an<strong> individual award </strong>or a<strong> collaborative award</strong>: </p><p style="text-align:justify;"><strong>1.</strong> <strong>Individual awards</strong><br>The individual awards are offered in two categories: <strong><em>Scholarly Teacher</em></strong> and <strong><em>Leaderly Teaching Scholar</em></strong>. <br><br>According to the <em>Teaching and Learning Policy</em> (2018:4), “[t]he <strong>teaching </strong><strong>role</strong> <strong>progresses</strong> from <em>reflective practitioners</em><a href="/english/Lists/dualnews/CustomNew.aspx?Source=https%3A%2F%2Fwww%2Esun%2Eac%2Eza%2Fenglish%2FLists%2Fdualnews%2FMy%2520Items%2520View%2Easpx&RootFolder="><sup>[1]</sup></a> to <em>scholarly teachers,</em> who then become <em>teaching scholars</em><a href="/english/Lists/dualnews/CustomNew.aspx?Source=https%3A%2F%2Fwww%2Esun%2Eac%2Eza%2Fenglish%2FLists%2Fdualnews%2FMy%2520Items%2520View%2Easpx&RootFolder="><sup>[2]</sup></a> and, ultimately, <em>leaderly teaching scholars</em>":<br></p><ol><ol><li>​1 The <strong><em>Scholarly Teacher</em></strong> <strong>award</strong> (previously known as the <strong><em>Developing Teacher</em></strong><strong> </strong>award) is open to teaching academics who are <em>reflective practitioners </em>and also:</li></ol></ol><p></p><ul><ul><ul><li>draw on educational literature to reflect on their teaching practice and professional growth, and </li><li>move beyond personal reflection to observation and peer review of their teaching. (<em>Teaching and Learning Policy</em>, 2018:4-5)<br> </li></ul></ul></ul><ol><ol><li>​2 Th​e <strong><em>Leaderly Teaching Scholar</em></strong> <strong>award</strong> (previously known as the <strong><em>Distinguished Teacher</em></strong><strong> </strong>award) is open to teaching academics who are <em>teaching scholars </em>and also:</li></ol></ol><ul><ul><ul><li>contribute to the body of teaching and learning knowledge through publication, and </li><li>provide leadership in the field of teaching practice institutionally, nationally and internationally.<br>(<em style="text-align:justify;">Teaching and Learning Policy</em><span style="text-align:justify;">, 2018:5)</span><br><br></li></ul></ul></ul><p style="text-align:justify;"><strong>2.</strong> <strong>Collaborative award</strong><br>The <strong><em>Teaching Collaboration</em></strong><strong> award</strong> is open to a group of two or more academics from the same department or different departments/faculties who have worked together over a sustained period to design, develop and deliver a module, programme or other teaching-related project, such as curriculum renewal. At the time of application, the module/programme/project must already have been in the implementation phase for a minimum of two years.</p><p style="text-align:justify;">In accordance with the <em>Teaching and Learning Policy</em> (2018:5), the teaching portfolio is used as the primary vehicle by which teaching excellence is judged in all three categories. Assistance with portfolio development is available from the Centre for Teaching and Learning (CTL) advisors in faculties.</p><p style="text-align:justify;">Nominees are selected by means of an internal faculty process. Successful faculty applications should subsequently be submitted to <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a> at the Centre for Teaching and Learning (CTL) by <strong>31</strong><strong> October 2022</strong>. After review by an institutional selection committee, the successful nominees will be informed of their selection in the fourth quarter and receive their awards at a ceremony at the end of that quarter. </p><p style="text-align:justify;">For enquiries, please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a>.<br></p><p><br></p><p style="text-align:justify;"><a href="/english/Lists/dualnews/CustomNew.aspx?Source=https%3A%2F%2Fwww%2Esun%2Eac%2Eza%2Fenglish%2FLists%2Fdualnews%2FMy%2520Items%2520View%2Easpx&RootFolder="><span class="ms-rteFontSize-1">[1]</span></a><span class="ms-rteFontSize-1"> “</span><em class="ms-rteFontSize-1">Reflective practitioners </em><span class="ms-rteFontSize-1">think deliberately and critically about their teaching practice, and systematically review and document their professional growth" (</span><em class="ms-rteFontSize-1">Teaching and Learning Policy</em><span class="ms-rteFontSize-1">, 2018:4).</span></p><p style="text-align:justify;"><a href="/english/Lists/dualnews/CustomNew.aspx?Source=https%3A%2F%2Fwww%2Esun%2Eac%2Eza%2Fenglish%2FLists%2Fdualnews%2FMy%2520Items%2520View%2Easpx&RootFolder="><span class="ms-rteFontSize-1">[2]</span></a><span class="ms-rteFontSize-1"> "</span><em class="ms-rteFontSize-1">Teaching scholars</em><span class="ms-rteFontSize-1"> research their teaching practice and document their professional growth with a view to publishing their findings publicly and contributing to the body of teaching and learning knowledge" (</span><em class="ms-rteFontSize-1">Teaching and Learning Policy</em><span class="ms-rteFontSize-1">, 2018:5).​</span>​</p>
First-year Achievement Awards ​2022http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9351First-year Achievement Awards ​2022Centre for Teaching and Learning | Sentrum vir Onderrig en Leer <h4>​​First-year Achievement Awards ​<br></h4><h4>IiMbasa zokuWonga iMpumelelo yaBafundi boNyaka wokuqala</h4><h4>Eerstejaarsprestasietoekennings</h4><h4>2022<br></h4><p style="text-align:justify;">On 28 July 2022, Prof Deresh Ramjugernath, Deputy Vice-Chancellor: Learning and Teaching, hosted Stellenbosch University's annual First-year Achievement Awards at STIAS. Dr Antoinette van der Merwe, senior director of the Division of Learning and Teaching Enhancement, served as master of ceremonies for the evening. At this prestige event, the top 33 first-year students of the previous year are awarded, alongside the lecturers they nominated for having had a profound impact on their learning. This year's awards evening was the first in two years to be held face to face. Students, lecturers, deans and vice-deans all sat down for dinner and relaxed conversation. A guest panel comprising Ms Ebrezia Johnson (Law), Prof Karin-Therese Howell (Mathematics) and Dr Philip Southey (Science) shared their experiences of teaching with humanity and empathy, and the importance of students' engagement in their own learning. The three panellists are lecturers who themselves have been nominated by first-year students multiple times. <br></p><p style="text-align:justify;"><img src="/english/PublishingImages/Lists/Dual%20Events/My%20Items%20View/FYAA%20News%20article.jpg" alt="FYAA News article.jpg" style="margin:5px;width:650px;height:438px;" /><br><strong><em>Mutual admiration:</em></strong><em> Arts and Social Sciences' Dr Anita Jonker (left) was nominated by top student Ms Lerato Nkosi.</em><br></p><p>​<br></p><h4>Featured ima​ge above</h4><p><strong><em>Celebrating Science students and lecturers</em></strong><em>: Pictured are (from left) students Jean Weight, Danielle Kleyn and Iain le Roux, who all nominated Prof Hugo Touchette (fifth from right). Marelie Bester (fourth from left) is standing next to her nominated lecturer, Ms Rehana Malgas-Enus. From the right are Prof Deresh Ramjugernath (Deputy Vice-Chancellor: Learning and Teaching), lecturer Ms Elizabeth Burger and the student who nominated her, Kyle Louw, and Prof Ingrid Rewitzky, Science's Vice-Dean: Learning and Teaching. </em><br></p><p><em><br></em></p><p><em><span></span>Edited and translated by the Language Centre</em>​</p>
Elsabe Daneel Communication Workshops 2022http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7981Elsabe Daneel Communication Workshops 2022Claudia Swart<p><strong>​​​​​​​​​​​​ELSABÉ DANEEL COMMUNICATION WORKSHOPS</strong></p><p>Elsabé Daneel is a well-known television presenter and television and movie actress and has 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.</p><p>As communication and media strategist, she conducts communication workshop titled <em>Communication IQ</em>. These fun-filled and practical workshops in communication and projection skills are geared for corporate clients, television and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </p><p>Elsabé will offer two communication workshops for Stellenbosch University academic (lecturing) staff during 2022.  Please see the details below.<br></p><p><strong>Participants can look forward to the following during the workshop:</strong><br>·            Grasping communication jargon<br>·            Discovering the ABC of the communication process<br>·            Evaluating your strong and weaker points as a communicator<br>·            Making communication models work for you<br>·            Sussing out the technicalities that influence the communication process<br>·            Recognising the role of personal style <br>·            Thriving on body language <br>·            Experimenting with vocalics <br>·            Indulging in relaxation techniques that work<br>·            Packaging your verbal message<br>·            Establishing rapport <br>·            The dynamics of communication<br>·            Tips for highly effective communicators<br>·            Using technology in the classroom as part of the 'flipped classroom method'<br>·            Communicating effectively via online lectures.</p><p><em><strong>When:</strong></em><br>3 August 2022 (completed)<br>25 October 2022 (fully booked, can be placed on the waitlist)<br></p><p><strong><em>Time:</em></strong><br>13:00 to 17:00<br><em><strong> </strong></em><br><em><strong>Where:</strong></em><br>Den Bosch, 39 Victoria Street (opposite Skuilhoek and behind the Conservatoire)<br><strong> </strong><br><strong>There are only 10 places available per workshop.</strong><br><em> </em><br><em>Please contact Lucinda Lucks (llucks@sun.ac.za) </em><em>to reserve your place.</em><br></p>
Programme renewal as game changer: Imagining graduates of the futures http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9123Programme renewal as game changer: Imagining graduates of the futures Antoinette van der Merwe<p>​​​Programme Renewal has been identified as one of seven game changers by the Rectorate in August 2021.   The Division for Learning and Teaching Enhancement hosted an institutional workshop entitled Programme renewal as game changer: Imagining graduates of the futures on Wednesday, 20 April 2022 at Devonvale Golf Estate.  The workshop was facilitated by Doris Viljoen, Director: Institute for Futures Research at the Stellenbosch Business School and attended by close to a hundred staff members from all 10 faculties and the PASS environment as well as students.<br></p><p>The focus of the day was two-fold: Celebrating the programme renewal journey within faculties so far as well as imagining the desirable SU graduates for a few plausible futures for SU in 2032 – ranging from different degrees of flourishing. Feedback from the brainstorming sessions was harvested and will be included in the review processes of the SU Learning and Teaching Policy, the Strategy for Teaching and Learning and the Digital Learning and Teaching Strategy. <a href="https://www.claripics.com/">Nico Simpson,</a> a conceptual artist also captured the ideas through pictures during the day.<br></p><p>The programme renewal journey at SU started in May 2017, with the first university-wide workshop that focused on programme renewal as facilitated by Gilly Salmon. Since then, great strides have been made through faculty-specific annual programme renewal projects, supported by the University Capacity Development Grant (UCDG).  This workshop was a pitstop in the journey to date, where faculties could celebrate the good, the bad and the ugly of their programme renewal journeys so far and creatively imagine various plausible futures, which will guide them in their further programme renewal endeavours for 2022 and beyond.​<br></p><p><br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20graduates%20of%20the%20future%20list.jpg" alt="Program renewal graduates of the future list.jpg" style="margin:5px;width:450px;height:316px;" /> <img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20amazing%20journey.jpg" alt="Program renewal amazing journey.jpg" style="margin:5px;width:450px;height:316px;" /><br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20game%20changer.jpg" alt="Program renewal game changer.jpg" style="margin:5px;width:450px;height:318px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20imaging%20a%20range%20of%20plausible%20futures.jpg" alt="Program renewal imaging a range of plausible futures.jpg" style="margin:5px;width:450px;height:318px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20Imagining%20graduates%20of%20the%20futures.jpg" alt="Program renewal imaging a range of plausible futures.jpg" style="margin:5px;width:450px;height:318px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20quadrant%20with%20gradual%20success%20to%20dying%20fast.jpg" alt="Program renewal quadrant with gradual success to dying fast.jpg" style="margin:5px;width:450px;height:318px;" /><br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal%20I%20am%20from%20Stellenbosch%20therefore%20I%20can.jpg" alt="Program renewal I am from Stellenbosch therefore I can.jpg" style="margin:5px;width:450px;height:318px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Program%20renewal_equipping%20the%20country.jpg" alt="Program renewal_equipping the country.jpg" style="margin:5px;width:450px;height:318px;" /><br></p>
Annual Scholarship of Teaching and Learning (SoTL) Conferencehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9124Annual Scholarship of Teaching and Learning (SoTL) ConferenceDivision for Learning and Teaching Enhancement <p style="text-align:justify;">The Stellenbosch University Division for Learning and Teaching Enhancement is pleased to announce the 15<sup>th</sup> offering of the annual Scholarship of Teaching and Learning (SoTL) Conference. The purpose of the conference is to create a space where academics can come together to share and celebrate teaching, learning and assessment at the institution. </p><p style="text-align:justify;">For 2022 we are planning a hybrid conference which will take place from 24 – 26 October 2022. Our conference theme this year is <em>Assessment matters: Re-imagining assessment culture and practices for a transformative student experience</em>. For more information, visit <a href="https://eur03.safelinks.protection.outlook.com/?url=https://www0.sun.ac.za/sotl/&data=05%7c01%7c%7cd1b4a1affaa94c45c2da08da2f564ffe%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c637874345017236658%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=bbuMfvkWiPUqYsdR9J3DT59HPaW6cE0dGvhASNFhR/c%3D&reserved=0"><span class="ms-rteThemeForeColor-9-5"><strong>https://www0.sun.ac.za/sotl/</strong></span></a>​</p>