Centre for Teaching and Learning
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Auxin​

​​​​​The name of the “Auxins” originates from Greek (auxano) and means “to grow”.​

The Centre for Teaching and Learning (CTL) started the Auxins to accomplish their task of supporting SU academics in their teaching responsibilities.​ To read more about the Auxins, click here.


The Auxins therefore has as its aim to create the following growth opportunities for SU academics:

  • Windows for innovative teaching and assessment practices on campus
  • Opportunities for academics to examine and deepen their knowledge about topics of own interest in the arena of teaching and learning at SU
  • A Scholarship of teaching and learning route on the growth route of becoming reflective lecturers.
The  Auxin series of 2022 presents teaching and learning innovations in pedagogic practices at SU in the context of our increasingly diverse student body and the need for graduates who can contribute to a complex society​.  Prof Dennis Francis starts the Auxin year in February, sharing insights from his sociological research on students' stories of their gendered identities. He argues with sociological theory and analysis that liberatory teaching and learning can be advanced if we take more account of the role of affect in pedagogies.
Further support and resources for SU lecturers' innovative teaching and learning are explored in Auxins of 2022, in alignment with the strategic SU vision for networked and collaborative learning; and our Tea​ching and Learning Policy​ providing for resources to support holistic student learning, such as libraries,  and learning technologies, and how they form an integral part of the learning offerings in all modules and programmes. 

​For resources of previous Auxins, click here.​​
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Die oorsprong van die naam “Auxin” is Grieks (auxano) en beteken om “te groei”. 

Die Sentrum vir Onderrig en Leer (SOL) het die Auxins begin in die uitvoering van hulle taak om US-akademici met hulle onderrigverantwoordelikhede by te staan. Om meer oor die Auxins te lees, kliek hier​

Die doelwit van die Auxins is om vir US-akademici die volgende groeigeleenthede te skep: 

  • Toonvensters vir​ innoverende onderrig- en assesseringspraktyke op kampus 
  • Geleenthede vir akademici om hulle kennis oor onderwerpe in die arena van onderrig en leer aan die US, waarin hulle self belangstel, te ondersoek en te verdiep.
  • 'n Padkaart vir akademieskap vir onderrig en leer as deel van die algehele groeiproses vir dosente om reflektiewe dosente te word.

Vir hulpbronne van vorige Auxins, kliek hier.​

Igama elithi “i-Okzini" lisuka kwigama lesiGrike elithi “auxano" nelithetha ukuthi “ukukhula".

IZiko lokuFundisa nokuFunda (IFF) laqala i-Okzini ukuze lifezekise umsebenzi walo wokuxhasa abahlohli nabafundi base-SU kumaxanduva abo okufundisa. Ukuze ufunde kabanzi ngee-Okzini, cofa apha

I-Okzini ke ngoko inezi zinto njengenjongo yayo yokudala la mathuba alandelayo ukulungiselela abahlohli nabafundi base-SU:

  • I-Windows ukulungiselela imisebenzi yokufundisa nokuhlola ekhampasini
  • Amathuba abahlohli nabafundi okuba bahlole ze benze nzulu nangakumbi ulwazi lwabo malunga nemixholo abanomdla kuyo kwimeko yokufundisa nokufunda e-SU
  • ISkolashiphu sendlela yokufundisa nokufunda malunga nendlela yokukhula ekubeni ngabahlohli abasebenza ngokubonakalisa. 

Ukuze ufumane imithombo yoncedo yee-Okzii zangaphambili, cofa apha​.

2022 Auxins​​

February 22, 2022
 Prof Dennis Francis (Sociology)

Topic: A Gay Agenda: Troubling Compulsory Heterosexuality in a South African University Classroom


The
SU Teaching & Learning Policy notes the social dimension of learning and points out that social context is more complex and nuanced, and potentially has a more profound effect on teaching and learning, than any individual characteristics of students or academics.  Prof Dennis's application of sociological theory and analysis illustrates how power, knowledge, and emotion feature in teaching and learning.



March 29, 2022
 Dr Carmen Brewis (Senior Interpreter, Language Centre)

Topic: Educational Interpreting as part of ‘pedagogically sound’ teaching and learning practices in a multilingual university lecture

What does the new SU Language Policy mean for your teaching? 

It provides for educational interpreting to support you in implementing its three core priorities: multilingualism, access and pedagogically sound teaching and learning.  The policy expressly recognizes that language practices are linked to how disciplines create knowledge, and that is different for each academic discipline. Within these varying contexts, lecturers must engage a multilingual mindset and work out 'what works' to optimally relate to students' language identities, and to get them to engage in the learning.

Carmen will share research on 'what works' to help lecturers and interpreters plan together to deliberately interpret the various discursive practices in their classrooms. 




April 12, 2022
 Dr Zelda Barends, Ms Agatha Lebethe (Faculty of Education) & Dr Anthea Jacobs (Advisor: Centre for Teaching & Learning)

Topic: Portfolios as a pedagogical choice for assessment as learning: insights from a teacher education programme

Much has been written about the theoretical bases of portfolios as an assessment tool. However, not much is known about the knowledge, attitudes and learnings resulting from the use of portfolios and reflection among pre-service teachers. This assessment strategyby which students learn,is also referred to as assessment as learning. We contribute to this knowledge gap by illustrating how a module in a teacher education programme used portfolios as a tool for assessment as learning and knowledge integration. In this presentation we draw on pre-service foundation phase teachers’ reflections about the value of portfolios as an assessment tool for learning to answer the following question:do portfolios promote learning through students’ engagement in reflection? 

In doing so, we aim to illustrate how we used portfolios that incorporated reflection as a tool to enhance the student’s process of thinking about learning. This deliberate choice for teaching and learning afforded us an opportunity to encourage students to think about their learning as opposed to just working for marks. We worked towards a mere disruption from the traditional view of a portfolio as a collection of artefacts to a learning portfolio where the process of learning was drawn on. Portfolios with an explicit focus on learning could bring about changes for students as they become more aware of their own learning. The construction of the learning portfolio is therefore an effective form of professional development. 

In the presentation, we will unpack the theoretical foundations related to portfolios and assessment and illustrate how this may be a link to sustainable assessment. We conclude that portfolios are indeed a useful pedagogical choice for assessment as learning.




May 24, 2022
 Dr Jean Farmer (Advisor: Centre for Teaching & Learning)

Topic: Developing theories for narratives in teaching and learning, based on an example of Black women's academic  experiences

Saying “welcome” is not enough. Being and belonging in academia is essential and exhausting for anyone in academia, even more so for those who are and feel marginalised. Higher Education Institutions should do so much more than only welcoming qualified staff, especially Black women, to academia. The “sluggish pace of change and transformation” and experiences of microaggressions in institutions is rooted in patriarchy and colonialism. The global phenomenon is that the marginalised in academia experience exhaustion not only due to workload but all the other battles they are fighting in academia. No institution would want to be guilty. There should thus be concerted efforts by institutional management to address these issues to ensure that the culture of the institution is transformed so that no-one feels marginalised or as outsiders. The change could be addressed by recognition of privilege.




July 26, 2022
 Mrs Elizabeth Moll-Willlard & Mr Jeremiah Pietersen

Topic: Creating information smart students – librarians and their hidden role in the teaching agenda at Stellenbosch University

Being able to navigate the world of information is a necessity at university level for students and staff alike – understanding how to do research, the resources that are available and being able to evaluate the resources in your own context is a skill that many need to master to be able to make it through their university degree. It is sometimes assumed that this skill is learnt as a by-product of assignments and results, but it should be highlighted that the university has a (hidden) treasure trove of expertise to teach these crucial skills: librarians. Librarians are involved at the request of lecturers to help improve students’ ability to find, understand and evaluate information, amongst other information literacy skills. These skills can equip students to excel in their studies from first year, if the faculty involve librarians. We would like to showcase how librarians have been involved in teaching within the university, and share some of the successes and skills that perhaps are not widely known to inspire more faculty to collaborate successfully with their librarians. We would also like to share these so that faculty realise they do not need to be experts in this field, and that they have support in teaching skills such as referencing, reading academic information, evaluating information and more. Through such partnerships, not only do the faculty and the library benefit from it, but the students feel more equipped to be able to navigate. To quote from the majority of students after their first session with a librarian: “Why wasn’t I taught this in first year?”

isiXhosa:
Ukukwazi ukuzula-zula kwihlabathi lolwazi kuyimfuneko kwinqanaba leyunivesithi kubafundi nabasebenzi ngokufanayo– ukuqonda indlela yokwenza uphando, izibonelelo ezifumanekayo nokukwazi ukuvavanya izibonelelo kumxholo wakho sisakhono ekufuneka abaninzi basazi ukuze bakwazi  ukuphumelela kwisidanga saseyunivesithi.  Maxa wambi kucingelwa ukuba obu buchule bufundwa njengemveliso evela kumsebenzi omiselweyo kunye neziphumo, kodwa kufuneka igxininiswe into yokuba iyunivesithi inobuncwane (obufihliweyo) bobuchule bokufundisa ezi zakhono zibalulekileyo: oonocwadi. Funda kaba​nzi apha...​

Click here to join the meeting at 12.45 on MSTeams.



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August 23, 2022
 Ruth Andrews (Manager: Co-curriculum)

Topic: Ways to teach and learn: Experiential education, competencies & graduate attributes 

Click here to join the meeting ​at 12.45 on MSTeams.

October 4, 2022
 

Topic and speaker: To be confirmed



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2021 Auxins​

February 23, 2021
 Prof Susan van Schalkwyk, Professor in Health Professions Education and Director of the Centre for Health Professions Education in the Faculty of Medicine and Health Sciences.

Topic: Scholarship, scholarly teaching and SoTL: implications for the ‘professoriate’.



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March 23, 2021
 A/Prof Robbie Pott: Department of Process Engineering

Topic: Balancing SoTL & disciplinary research.​​




April 13, 2021
 Dr Nompilo Tshuma, Lecturer in the Department of Curriculum Studies & the Centre for Higher and Adult Education​

Topic: Towards humanising online postgraduate supervision: Reflecting on student experiences in lockdown​




May 25, 2021
 Dr Marenet Jordaan, BAHons Journalism convener, Faculty of Arts and Social Sciences

Topic: Developing a knowledge skills module for first years.​​




July 20, 2021
 Dr Margaret Blackie, Senior Lecturer in Department of Chemistry and Polymer Science, current SU Teaching Fellow

Topic: Students' Developing Conceptions of Knowledge: Insights from a longitudinal study in Chemistry




August 24, 2021
 Dr Marianne Unger, Senior Lecturer, Division of Physiotherapy, Faculty of Medicine and Health Sciences

Topic: The whole is greater than the sum of its parts – exploration of the 4C-ID model for curriculum design




October 5, 2021
 Dr Marianne McKay, AgriSciences

Topic: Curriculum Renewal​


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​​2020 Auxins​

September 22
 Prof Geo Quinot

Topic: Higher education in community – collaborative higher education, an ethic and pedagogy of care and Ubuntu.



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August 25
 Salisha Maharaj and Dr Christina van der Merwe

Topic: Emergency migration to online teaching in the Covid-19 pandemic: Impact on the mental health and wellness of lecturers and other university staff.​​


 

28 July 2020
 Prof Karin Baatjes​

Topic: Teaching and learning in the Theory-Practice Nexus​


26 May​ 2020
 Prof Mbulungeni Madiba​

Topic: Implementing multilingualism in South African universities: dilemmas and innovations​


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28 April 2020
 Dr Maricel Krügel​

Topic: Designing your teaching online

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Bookings

  • Auxins take place once a month during lunch time (12:45 – 13:45).
  • Venue: MSTeams, online.
    • You don't have to book or RSVP to attend.​ Just click on the MSTeams links to join us.

  • Enquiries: 
  • Want to be sure not to miss an Auxin? Ask us to send you an invitation:
  • Lucinda Lucks
  •   llucks@sun.ac.za​
  •   021 808 3717