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Bridging the gap between academia and job opportunities with Stellenbosch University's New Techpreneurship Cenhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7700Bridging the gap between academia and job opportunities with Stellenbosch University's New Techpreneurship CenInnovus & LaunchLab<p>​</p><p>In February 2021 the Stellenbosch University LaunchLab in partnership with SU School for Data Science and Computational Thinking will be launching its newly established SU Techpreneurship Centre. The goal is to provide final year students and/or recent graduates with an opportunity to be part of a 6-week coding and entrepreneurship programme. They will then be placed with a startup and/or industry partner in the form of a fixed-term internship to work on real-world problems and/or projects.</p><p> Keenan Stewart, Senior Service Delivery Manager from SU LaunchLab, said the Techpreneurship Centre will leverage off Stellenbosch University expertise in Data Science, Machine Learning, Robotics & Business Incubation to promote entrepreneurial activities while providing students with a pragmatic learning environment, as well as job placement into companies upon graduation.</p><p> “The new SU School for Data Science and Computational Thinking would support and develop a coding programme, while the SU LaunchLab will focus on entrepreneurship, innovation and business fundamentals through its incubation program. The result will be an inspiring, pragmatic, entrepreneurial initiative for all SU students," said Stewart.</p><p> In terms of SU's Vision 2040 the initiative sees this collaboration contributing to creating a transformative student experience in that this learning journey will provide a seamless transition into the workforce through practical experience with SU LaunchLab startups and its partners.</p><p>Stewart said students and graduates will have the opportunity to learn coding skills for mobile application and web development, as well as entrepreneurship, innovation and soft skills needed in modern-day business. “We will curate a custom learning journey for developers to gain the most relevant skills required for a tech-enabled business."</p><p> In Sub-Saharan Africa as many as 230 million jobs will require digital skills by 2030 – illustrating how crucial future demand for work-ready graduates is.  SU Techpreneurship Centre will create a critical link between classroom studies and real-world experience by providing a tested path to startup companies eager for a junior developer pipeline.</p><p> <strong>Important dates</strong></p><p>●      Applications open: 01 Oct 2020</p><p>●      Applications close: 15 Nov 2020</p><p>●      Interviews:  19 Nov 2020</p><p>●      Selection:  23 Nov 2020</p><p>●      Program: 01 Feb 2021 - 12 Mar 2021</p><p>●      Internship: 01 Apr 2021 - 30 Sep 2021</p><p> If you are interested and would like to pre-sign up for the program, please complete form<a href="https://airtable.com/shrQ6KfgNBva5CVyW"> </a><a href="https://airtable.com/shrQ6KfgNBva5CVyW">HERE</a>.<br></p><p><br></p>
Experiential Education expert at SUEEChttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7695Experiential Education expert at SUEECStudent Affairs / Studentesake<p>​A world renowned subject-matter expert and knowledge creator in the field of experiential education will be one of the extraordinary keynote speakers at the <a href="https://www.sueec.com/">Stellenbosch University Experiential Education Conference (SUEEC)</a> in November 2020.</p><p>Prof George Kuh, Founding Director of the National Institute for Learning Outcomes Assessment, and Chancellor's Professor Emeritus at Indiana University (IU), will be engaging with the SUEEC participants as one of the extraordinary keynote speakers on <a href="https://sueec.com/conference-tracks"><em>Research and Innovation in Experiential Education</em></a><em> </em>conference track. Prof Kuh accredited with founding some of the most important tools and frameworks used within higher education today, has more than 400 publications and made several hundred presentations on topics related to institutional improvement, university student engagement, assessment strategies, and campus cultures. His recent books include <em>Using Evidence of Student Learning to Improve Higher Education</em> (2015), <em>Ensuring Quality and Taking High-Impact Practices to Scale</em> (2013), <em>High Impact Practices</em> (2008), <em>Piecing Together the Student Success Puzzle</em> (2007), and <em>Student Success in College: Creating Conditions That Matter </em>(2005, 2010).</p><p>As Founder of IU's Centre for Postsecondary Research and the National Survey of Student Engagement and related instruments for law students, beginning college students, and faculty, Kuh also took the first-ever in-depth look at the factors that help or hinder the careers of graduates of arts-intensive training high schools and postsecondary institutions as the founding director of the National Institute for Learning Outcomes Assessment and the Strategic National Arts Alumni Project.</p><p>Prof Kuh will be presenting a master class about <a href="https://sueec.com/conference-track-five"><em>Research and Innovation in Experiential Education</em></a><em> </em>at the SUEEC, a virtual experience conference hosted by Centre for Student Leadership, Experiential Education and Citizenship (CSLEEC) at the Division for Student Affairs on 10-11 November 2020. The <em>Research and Innovation in Experiential Education</em> conference track explores experiential education and experiential learning as expanding frontiers in higher educational research and innovation in responding to pressing humanitarian needs and issues of social justice. Experiential education as integrated in the curriculum presents exciting new opportunities for scholarship and research. A rigorous and well-developed scholarship agenda in the area of experiential education can lead to innovation moving institutions beyond current limitations.</p><p>“It is an incredible privilege and honour to have Prof Kuh present a Keynote and Master Class at the SUEEC. His work continues to influence our theoretical approach and experiential learning methodology," said Ruth Andrews, Chairperson of the SUEEC Steering Committee and Manager of the SU Co-curriculum Office at CSLEEC.  Other keynote speakers that will be at SUEEC include Profs <a href="https://sueec.com/speakers-alice-kolb">Alice Kolb</a>, <a href="https://sueec.com/speakers-thuli-madonsela">Thuli Madonsela</a>, <a href="https://sueec.com/speakers-jonathan-jansen">Jonathan Jansen</a>, <a href="https://sueec.com/speakers-arnold-schoonwinkel">Arnold Schoonwinkel</a>, Dr <a href="https://sueec.com/speakers-choice-makhetha">Choice Makhetha</a> and Mr <a href="https://sueec.com/speakers-mustafa-erdogan">Mustafa Erdogan</a>.</p><ul><li>Early bird registration for the SUEEC was open until 20 September 2020, and normal registration is open from 21 September until 27 October 2020. Join us on 10-11 November 2020 for this virtual experience.<br> <br><strong>Visit </strong><a href="https://www.sueec.com/"><strong>www.sueec.com</strong></a><strong> and register today join the global conversation at SUEEC 2020</strong>. </li></ul>
New SRC Chair vows to address student issueshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7675New SRC Chair vows to address student issuesCorporate Communication/Korporatiewe Kommunikasie [Rozanne Engel]<p>​</p><p>The newly elected Stellenbosch University (SU) Student Representative Council (SRC) Chairperson, Mr Xola Njengele, says he is committed to addressing the pressing issues of Matie students.</p><p>Njengele is currently completing a Postgraduate Diploma in Sustainable Development at the Faculty of Economic and Management Sciences.</p><p>“I am so honoured to have been elected to this position. I have been in leadership here at the University since my first year in 2017, so student leadership is something I enjoy being part of," says Njengele.</p><p>Having been part of the 2019/20 SRC as the Academic Affairs Council Chairperson and being part of the SRC executive committee, Njengele is quite knowledgeable about the structure itself as well as some of the pressing issues that need the attention of the SRC. </p><p>He would like to ensure that through a coordinated effort policies such as the mental health policy and anti-gender-based violence policies and the revision of the SU HEMIS (Higher Education Management Information System) regulations will be intentionally and fully addressed with favourable outcomes within the 2020/21 SRC term.</p><p>The issue of student mental health is especially important to Njengele, as he personally had to learn over the years to do “mental health checks" on himself, ensuring that he created a balanced student life, where he could successfully pursue his studies but also enjoy a social and healthy lifestyle.</p><p>“During these times I often find that things tend to go south quite frequently than before. I would like to tell my peers that it is okay to take a break – to breathe and reflect – so that we are charged up and able to continue persevering."</p><p>Njengele grew up in Gugulethu, Cape Town, and says graduating last year with an undergraduate degree in International Studies, was one of his biggest highlights so far. He is the first graduate in his family, so getting his degree was a very special moment for him and his family.</p><p>When he is not busy leading students and studying hard, Njengele loves to keep active by running and cooking delicious meals, which he learned from his mother.</p><p>“One of my fondest childhood memories was cooking and baking with my mother. My mother was a chef and I was always fascinated by her creations. In my mind, I would always think 'Wow how did she do that?' I cherish all those moments and they are all dear to me."</p><p>Njengele says he tries not to stress himself by making too many long-term plans, but aims to complete a MPhil in Sustainable Development after graduation. <br><br></p><p><br></p>
Internationalisation continues at SU despite COVID-19http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7671Internationalisation continues at SU despite COVID-19Hester Klopper<p><em><strong>Amid travel bans and social distancing due to the COVID-19 pandemic, universities have had to find innovative ways to remain part of the global knowledge economy and continue their efforts in internationalisation, a vital aspect of higher education in the 21st century, writes PROF HESTER KLOPPER, Deputy Vice-Chancellor: Strategy and Internationalisation at Stellenbosch University, in an article for University World News (10 September).</strong></em><br></p><p></p><ul><li><strong>Read the article below or click </strong><a href="https://www.universityworldnews.com/post.php?story=20200907101112383"><span class="ms-rteThemeForeColor-5-0" style=""><strong>here</strong></span></a><span class="ms-rteThemeForeColor-5-0" style=""> </span><strong>for the piece as published.​</strong></li></ul><p></p><p>We often hear, and say, that globalisation has made the world so much smaller. You can travel around the globe in a day, experience different cultures at a whim, and be a global citizen working in diverse contexts. Technology has done much to ensure and enrich these experiences.<br></p><p>Likewise, over the past few decades, higher education institutions across the globe have included a focus on internationalisation in their strategy, research, teaching and learning, and have prioritised building comprehensive partnerships with institutions in other countries. Giving students and staff an international experience and forging research collaborations have been the pillars of universities' internationalisation efforts.</p><p>Through internationalisation students are given the opportunity to develop skills that relate to global competencies so that they can be globally-engaged 21<sup>st</sup>-century citizens. Exchange programmes have been developed around intercultural learning outcomes and over time a more strategic approach has been employed in fostering partnerships (research and other types) with institutions and networks abroad.</p><p>Universities themselves are also global citizens in higher education and participate in various playing fields in an international community of like-minded institutions. One such field is university rankings, with different rankings requiring certain data to evaluate an institution's performance. Coupled with clear communication and marketing strategies, rankings have become tools to influence global public opinion about higher education institutions. </p><p>Functioning effectively in the higher education sector today, institutions must aspire to boost their international standing and forge links across the world. Stellenbosch University (SU) is no different. Since 1993 we have been working on building international relations, and in 1997 the first International Office was established at SU to focus on building partnerships and creating opportunities for staff and student mobility between institutions. For the first two decades of internationalisation at SU, the focus had been on curriculum development, international student mobility, and collaboration between research groups. </p><p>But in 2019, a new internationalisation strategy was put in place allowing us to move beyond these aspects and place greater emphasis on research and innovation. Still, in essence, these have required visits abroad and face-to-face contact with our partner universities and networks.</p><p>As the COVIC-19 pandemic continues to turn our world upside down, our usual means of practicing internationalisation have suddenly become obsolete. Current projections indicate that the international travel ban will probably be in place until the end of 2020, or even early 2021. In the face of a world where crossing borders to experiencing other cultures, education systems and means of learning and knowledge sharing have for now practically been banned, universities have had to find innovative ways of continuing internationalisation. </p><p>Even if international travel should open sooner, the current situation has not only made us use new practices but has made us think anew about how we do internationalisation in higher education without crossing borders. During this time, universities have been exploring alternative and novel ways to achieve their internationalisation goals, which has meant that international mobility between universities and networks has become virtual. </p><p>At SU, for instance, interaction has moved onto digital platforms where participants can continue to share ideas and knowledge. The welcoming and orientation programmes of new incoming international students have moved online, we have presented the first webinar to support semester students abroad with a focus on student wellbeing, and webinars have also engaged academics from partner institutions on various topics and in conferences.</p><p>Moving online has become a necessary yet simplistic tactic, with online meetings and streaming events at the order of the day. But in the context of internationalisation it has enabled us to continue a vital part of higher education that will ensure the relevance and sustainability of universities in the future. We need to continue integrating intercultural and global dimensions into our offering to students and the impact we make through our research and on society.</p><p>By being part of an international community of higher education institutions, universities can broaden their purpose, functions and programmes. This allows students and staff to make a meaningful contribution globally through learning and teaching, research and innovation and work linked to the Sustainable Development Goals. And, not least, it provides universities with third-stream income through research contracts and programmes offered to international students, making it possible to expand on mobility opportunities for our own students and staff.</p><p>However, the value of internationalisation stretches further. The COVID-19 pandemic serves as an example, with many researchers internationally collaborating to address the various challenges the world is currently facing – from finding a vaccine to combat the virus to investigating the impact on economies and societies. Bringing together the minds of various scientists has served us well in the progress that has been made in research around COVID-19.</p><p>Much has been made of our preparation for the “next normal", and we will need the collaborative thinking of academics to prepare societies for what is to come once the health issues related to COVID-19 have been addressed. One can even say that all aspects of life as we had known it will now be reset, but what that means is still unclear. For this, we need interdisciplinary thinking from global role-players.</p><p>It is in a time like this, that we see the value of internationalisation in higher education in solving the global issues humanity faces now and in future will face. This value lies not only in connecting experts from across the world and enabling collaborative research, but internationalisation gives students and academics the necessary skills for intercultural partnerships to provide global solutions for global challenges.</p><p>Internationalisation has certainly become a force for good in higher education, no matter the size or reputation of an institution – and it will and needs to continue to be that even in a time of business unusual and in the future “next normal". As universities adapt and innovate the way they operate in learning, teaching and research, they must also continue to work with international partners and networks to develop innovative new practices in further supporting internationalisation in higher education.<br></p><p><br></p>
New SRC elects chair and vice-chair http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7654New SRC elects chair and vice-chair Studente Affairs / Studentesake<p>​​​​The election of the 2020/21 Students' Representative Council (SRC) of Stellenbosch University (SU) was successfully concluded this week with the announcement of the newly elected chairperson and vice-chair.<br></p><p style="text-align:left;">Xola Njengele, a postgraduate student in the Faculty of Economic and Management Sciences, was elected as chairperson by the members of the incoming SRC. Njengele also serves on the incumbent SRC as the Chairperson of the Academic Affairs Council. The new campus leaders start their term on 21 September, with the commencement of the fourth academic term at SU.</p><p style="text-align:left;">Kira Alberts, a final year BA (International Studies) student, was elected vice-chair.<br></p><p style="text-align:left;">The 2020/21 Students' SRC election was conducted entirely online for the first time, due to the COVID-19 threat. This year, a total of 3 543 students voted in the election of the campus leaders, the second highest voter turnout in the past five years – the 2018 election saw 4 100 votes. The election has also seen the highest number of candidates in recent years, with 20 students availing themselves as candidates. Some 348 students attended the online caucuses, where the candidates shared their mission statements and engaged in robust dialogue.</p><p style="text-align:left;">SU Rector and Vice-Chancellor Prof Wim de Villiers thanked the outgoing SRC and congratulated the incoming members and chairperson: “The role of the SRC is integral to the operations of the University. We are committed to involving and engaging students as co-participants and co-creators of a transformative student experience. So, our gratitude to the outgoing SRC for serving the student body. And well done to the incoming SRC. We look forward to working with all of you to overcome the challenges posed by the coronavirus pandemic so that we can go forward together. We must continue working on our cohesion as a university community, especially now that we are physically apart and are experiencing all kinds of pressures on the social fabric of our broader society."</p><p style="text-align:left;">The nine elected members of the SRC were announced on 25 August 2020. They are:</p><ol style="text-align:left;"><li> Xola Njengele <br></li><li>Viwe Kobokana <br></li><li>Ayesha Abou-Zeid<br></li><li>Kira Alberts <br></li><li>Unathi Ngumbela <br></li><li>Makabongwe Kaseke <br></li><li>Philip Visage <br></li><li>Eduard Zehrt <br></li><li>Gina Sibanda  </li></ol><p style="text-align:left;">The nine elected and <em>ex officio</em> members together comprise the SRC. The <em>ex officio</em> members are: </p><ul style="text-align:left;"><li>Jarryt Luyt (Chairperson: Academic Affairs Council)</li><li>Nomzamo Buthelezi (Chairperson: Societies Council)</li><li>Leoné Wilkinson (Chairperson: Prim Committee)</li><li>Joshua Eva (Vice-Chairperson: Prim Committee)</li><li>Masixole Ndamandama (Chairperson: Senior Prim Committee)</li><li>Kristin Arends (Chairperson: Tygerberg Student Representative Council)</li><li>Avumile Finiza (Captain: Military Academy) </li></ul><p style="text-align:left;">Dr Choice Makhetha (Senior Director: Student Affairs) said that she was delighted by the conclusion of the first fully online election and thanked all the involved parties. She congratulated Njengele and said that his election was no surprise to her, as he served in the interest of the students during the past year. “You remained focused, present and accessible. May you term in office be fulfilling." Makhetha encouraged Njengele to build a strong and united team that prioritise high impact issues to change the lives of students.</p><p style="text-align:left;">The SU Statute provides for an SRC as the body that represents the interests of the student community. In terms of the Statute, students formally participate in SU's statutory bodies – the Institutional Forum, faculty boards, Senate and Council – through members from the student body elected by the SRC.</p><p style="text-align:left;">There are also regular scheduled meetings between the Rectorate and the SRC Executive Committee where any issue can be raised and discussed, and student representatives are encouraged to give feedback to the student body. In addition, the Rectorate is accountable to the SU Council, where students are also represented.<br></p><p><br></p>
"What’s my superpower? I have Conversion Disorder. Not 'convulsion', CONVERSION. The hidden disability."http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7629"What’s my superpower? I have Conversion Disorder. Not 'convulsion', CONVERSION. The hidden disability."Transformation Office | Disability Unit | AfriNEAD<div style="text-align:justify;"><em>​“Ooh, is that a group of potentially eligible bachelors? Now's the perfect time to cause some chaos."</em></div><br><div style="text-align:justify;"><em>“Is this that class you failed last year and are desperate to pass this year? There hasn't been a more suitable hour for a little chaos!" </em></div><div style="text-align:justify;"><em><br></em></div><div style="text-align:justify;"><em>“You poor thing, are you trying to walk to another building in 10 minutes? It's a pity; I'm seeing the perfect opportunity for some chaos."</em></div><div><br></div><br><div style="text-align:justify;">That's my body telling me it's under a bit of pressure. The chaos reaction is a full-blown, limb-twitching, head-banging, teeth-chattering seizure. Yes, I occasionally have grand mal seizures that can last anything from a minute to half an hour.<br></div><div style="text-align:justify;"><br></div><div style="text-align:justify;">What's my superpower? I have Conversion Disorder. Not “convulsion", CONVERSION. The hidden disability. Hidden because I look perfectly healthy until I start vibrating and my eyes start rolling. There is no known cure for it, but it can become a thing of the past with a few years of therapy. But nobody knows how many years or with which specialising therapist or how long you'll spend with every specialising therapist until something somewhere clicks. But I must say, in my case, although therapy hasn't made my symptoms disappear, it sure has lessened them. Psychology working hand in hand with psychiatry and lots of patience.</div><div style="text-align:justify;"><br></div><div style="text-align:justify;">I was diagnosed with Conversion Disorder in 2016, in my final year in high school. In 2017 I was introduced to an entirely new environment: stairs to reach my bedroom, paced 10-minute walks between buildings to get to lectures and having half my high school's amount of students in one lecture hall. It was exciting. I loved the buzz. My body didn't quite agree, though.<br></div><div style="text-align:justify;"><br></div><div style="text-align:justify;">I spent 2017 having lectures cut short because of the chaos caused by a seizure during a lecture. I was carried up flights of stairs, made friends with the sisters at Campus Health and soon enough was known as the person to be cautious around in my faculty and residence. Never too much excitement. Never too much pressure. It was unreal. It was boring.<br></div><div style="text-align:justify;"><br></div><div style="text-align:justify;">This was all before I was introduced to the University's Disability Unit. The superheroes. I only requested a way to have my classes recorded for me, instead of me walking all the way, only to disrupt a lecture. The Disability Unit quickly came to my aid, arranged top-quality equipment for my studies and for the recordings to be made and covered all the costs. They immediately contacted all my lecturers and made all the arrangements for me to have an assistant that walked with me to all my lecturers to explain. Getting podcasts from some lecturers was like pulling teeth from a tiger.<br></div><div style="text-align:justify;"><br></div><div style="text-align:justify;">That's how I can say the Covid-19 lockdown rescued me. Along with the support of the Disability Unit, online learning made my studying much easier. It forced lecturers to post all the details online on time, the assessments were done online and whenever I had a seizure while working, I could rest and work at a time that suited me.</div><br><br><div style="text-align:justify;"><em>​​​SU's Rector and Vice-chancellor, Prof Wim de Villiers announced late last year that 2020 will be the university's Year for Persons with Disability. It will culminate in the sixth African Network for Evidence-to- Action in Disability (AfriNEAD) conference, a prestigious international network that will be hosted by SU from the 30 November to 3 December 2020. To honour this the Transformation Office and the Disability Unit, along with AfriNEAD, will publish monthly reflections or articles by persons with disabilities. Our sixth piece was written by <em>Lathi Msi, <em>a BA ​Humanities student.</em></em></em></div><br>
Equality Unit’s videos on social injustices in great demand http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7616Equality Unit’s videos on social injustices in great demand Corporate Communication & Marketing / Korporatiewe Kommunikasie & Bemarking [Sandra Mulder]r<p>The Equality Unit (EqU) at Stellenbosch University (SU) has embarked on a visual arts social media project that addresses unfair discrimination and harassment, HIV/Aids, and other social injustices. This interactive and inclusive project, which will run until mid-September, consists of six 2–4 minute videos portraying sensitive and topical issues currently high on the national agenda.<br></p><p>The videos are published every Tuesday and focus on topics such as defining race, why it's important to choose your pronouns, talking to your sexual partner about contraceptives, male rape and sexual violence, masculinity and catcalling. </p><p>A live follow-up discussion on Instagram takes place on the next Wednesday at 19:00. Various project partners and collaborators like the Womxn and Queer Empowerment (“WAQE") from SU's Student Representative Council (SRC); QueerUS; Spectrum; Rape Crisis; Sonke Gender Justice; Institute for Justice and Reconciliation; Ahmed Kathrada Foundation; activist Guiseppi Guerandi and South African actress and singer, Alexis Petersen, participate in these discussions.</p><p>Petersen plays different roles in the videos. Instagram followers can comment and ask questions about the videos. These comments and questions will form part of the live discussions.<br></p><p>Viewer numbers of the published videos on contraception, sexual catcalling and masculinity are so far more than 600. </p><p>The video on male rape will be published on 25 August, with the discussion taking place on Wednesday evening, 26 August. People are encouraged to participate in the discussions.</p><p>Mr Jaco Greeff Brink, Head: EqU, says students, staff, youth and the community can exchange thoughts and ideas, and give their perspectives on the topics that are highlighted in the video series. The videos are posted on the Unit's Instagram page. </p><p>“Universities and society as a whole are dealing with immensely complicated and challenging issues around gender-based violence, sexual health, understanding sexualities, racism, toxic masculinity, patriarchy, and the list goes on. By embarking on the project and highlighting these challenges, robust dialogue is created that unpack these very important issues," says Brink. </p><p>The videos can be viewed on @EqualityUnitSU on Instagram. </p><ul><li>The EqU offers various services and supports SU's staff and students with facilitating the lodging of formal and informal complaints of unfair discrimination, harassment, victimisation and abuse, while helping with HIV prevention, testing and counselling and rendering Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Pansexual (LGBTQIA+) support services.</li></ul><p>To report and lodge a complaint of unfair discrimination, harassment or sexual violence, email <a href="mailto:unfair@sun.ac.za">unfair@sun.ac.za</a>. For HIV/Aids and sexualities-related support, email <a href="mailto:hiv@sun.ac.za">hiv@sun.ac.za</a>.​ </p><p><br></p>
Nominations for new name for Wilcocks building close Wednesday http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7617Nominations for new name for Wilcocks building close Wednesday Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking [Sandra Mulder]<p>​Students who would like to propose a new name for the Wilcocks building are reminded that the closing date for nominations is Wednesday 26 August 2020.<br></p><p>Stellenbosch University (SU) staff, students and members of the community (as represented in the structures with membership on Stellenbosch University's Institutional Forum) have the opportunity to propose a new name for the currently named RW Wilcocks Building.</p><p>The University acknowledges that visual symbols evoke different emotions and experiences amongst people, especially in a diversified and historically divided country like South Africa. It is our fervent hope that this long-anticipated renaming process of this prominent building, that also marks the entrance to the Stellenbosch campus, will allow for broad participation towards reflecting the journey of this institution and the surrounding community.</p><p>Guidelines for the nominations and naming process, as well as the nomination form are available on the <a href="/english/Pages/RW-Wilcocks-Building.aspx">SU website.</a> Completed nomination forms should reach <a href="mailto:tarien@sun.ac.za">tarien@sun.ac.za</a> no later than Wednesday 26 August 2020. ​<br></p><p><br></p>
Innovus staff receive International technology transfer statushttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7596Innovus staff receive International technology transfer statusInnovus <p>​Three staff members of Innovus's Technology Transfer Office received international recognition as professional technology transfer professionals from the <em>Alliance for Technology Transfer Professionals</em>. Joubert de Wet, Nolene Singh and Doris Peters are amongst a small group of just more than 564 technology transfer professionals who now have RTTP-status (<em>Registered Technology Transfer Professional</em>). Innovus now has twice as many RTTP professionals as the tech transfer office in second place on this metric in South Africa and that indicates the proven strength of our team.<br><br></p><p>RTTP is the internationally recognised framework that sets the standard for Technology Transfer (TT) practitioners. This status is the professionalisation of technology transfer as a career, and it offers TT practitioners recognition for reaching a peer-evaluated professional level in their career. RTTP also implies a commitment to an individual's professional development and personal excellence and gives recognition to achieving world-class standards in job execution in this field.<br></p><p>“RTTP reflects competence," says Anita Nel, Chief Director of Innovus. “This international designation shows employers, colleagues and partners that you have demonstrated the core competencies necessary to work effectively in the field of technology transfer and have sufficient experience to add significant value based on a recognised track record."</p><p><br></p>
Uniquely South African art to help Matie students in needhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7562Uniquely South African art to help Matie students in needDevelopment and Alumni Relations Division<p>​​The town of Stellenbosch will soon be the scene of a uniquely South African art response to the COVID-19 pandemic. And, as a result of this initiative, bursary students in the 'missing middle' category studying at the Faculty of Arts and Social Sciences at Stellenbosch University (SU), are set to benefit.<br></p><p>From Friday, 7 August, exciting artworks will be displayed at a number of sites around town. Aptly named - <em>Masked Masterpieces</em> - masks will be superimposed on famous South African artworks that will be displayed outdoors in supersized format, providing a powerful visual reflection of the challenges of our time.</p><p>The artists' stories will be displayed on plaques alongside the artworks, as will information about the artworks, where the original artworks can be viewed and how to make a study donation by way of a SnapScan code or bank transfer. These donations will be administered by SU and will assist in funding bursary students who have been impacted by the COVID-19 pandemic.</p><p>The art installations that will be on display until December, will be entirely funded by the private sector: the Beck Family Philanthropy, the Fuchs Foundation, Investec, the Norval Foundation, the Rupert Art Foundation and Strauss & Co.</p><p>“At the start of the lockdown in South Africa, our Rector and Vice-Chancellor, Prof Wim de Villiers, made it clear that the University has two overriding priorities: to ensure that students can successfully complete their academic year and to maintain the sustainability of our institution. This initiative, run by the Development and Alumni Relations Division (DAR), in collaboration with our partners in the private sector, is therefore in direct response to his statement," says Pieter Swart, Director: Major Gifts and Transformational Giving at DAR.</p><p>Maties who are set to benefit from this initiative will be selected from the 'missing middle' category of students. “We are introducing innovative ways to ensure that none of our students is left behind in the wake of COVID-19. With the economic effects of this pandemic, we expect that even more of our students will move into the 'missing middle' category — unable to access state funding and yet incapable of affording the costs of university studies because of the impact of COVID-19 on their household income," he adds.</p><p>According to Swart, <em>Masked Masterpieces</em> will not only help students in need but will also showcase and promote South African masterpieces, while educating the public on the fascinating artists who have created these works.</p><p>Sites where the public will be able to view the masked works include the gabled wall of the Distell building on the R44, the wall next to the GUS gallery in Dorp Street, the Dorp alley in Bird Street, the Stellenbosch taxi rank in Bird Street, and the gabled wall on the corner of Drostdy and Plein Streets.</p><p>“<em>Masked Masterpieces</em> demonstrates in practice the innovative mindset that underpins a truly novel initiative that simultaneously manages to educate, to promote the arts and to raise funding for deserving students who are challenged by the impact of COVID-19," explains Dr Riaan Els, CEO of the Fuchs Foundation.</p><strong class="ms-rteForeColor-1">FOR MEDIA ENQUIRIES</strong><br>Pieter Swart<br><ul><li><a href="mailto:pieterswart@sun.ac.za"><span class="ms-rteForeColor-1">pieterswart@sun.ac.za</span></a><br></li><li>082 612 7852</li></ul><p><br></p>