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CTL AUXIN SESSION, 28 May 2019

held at Den Bosch, from 12:45 – 13:45

 In this Auxin session, Dr Michael Schmeisser gave feedback on a non-scientific module for first years in Horticultural Science, which was introduced in 2018 for students to gain soft skills such as self-reflection and concept mapping. 

Schmeisser designed the module drawing on the authentic learning framework of Herrington & Oliver (2000), and their guidance for operationalising it situationally.  During the departmental recurriculation cycle, Schmeisser argued passionately in favour of including such a non-scientific module in the scientific environment, because students needed to have a clear sense of their own motivation through their university career: “Our students are well trained for the academic, the scientific and even the industrial world, having hopefully gained knowledge, logic and critical thinking skills throughout their four years of study.

“Yet I have always sensed that many students are not truly aware of the final 'quality student' their degree is attempting to shape them into by the end of their studies. And if they amble through the years without a true purpose for studying, it makes the academic journey a dreary one and does not foster meaningful learning. It was this notion of the 'lack of purpose for learning' that lead me to conceptualize this module," he says.

But on getting the go-ahead to design the soft skills module, his first thought was “I should have kept my mouth shut".  It was scary for a scientist to design and teach a module with non-scientific content.

Schmeisser tackled it by keeping in mind the aim of the module, and by inviting various guest lecturers.

The aim of the module was to prepare students for the next three years of their academic life by installing a sense of purpose.   Students' self-reflection became the golden thread running through all the topics introduced in the module: Reflection on self, but also reflection for learning. 

Module content on how to reflect was supported by other topics, such as letting students develop their own e-portfolios, concept mapping, CV building and industry exposure at early stages. The module encouraged students to undertake focused holiday work, which Schmeisser called a vocational vacation.

 On evaluating the success of the module, Schmeisser noted that students' feedback changed from somewhat negative to generally positive over the course of attending the module, concluding with reporting that the module was helpful in their studies.  One student, for instance, gave feedback that the module “literally saved" her from dropping out of university.   Several indicated that the content on stress management and mental well-being was particularly helpful, with go-to contact numbers for support on campus.

In discussion with Auxin attendants during the session, Schmeisser indicated that the module would be followed up when these students are in their fourth year.  The reflective habit will be reinforced and the e-portfolio will be finalised with a view to career development.  Schmeisser also responded to a question on rolling out such a module, with a statement that it would lose its benefits if it is not linked to a specific discipline. Such a disciplinary link creates a situational framework in which students gain skills to integrate knowledge units, and to retrieve their knowledge in real-life, problem-solving contexts.  He also remains adamant that the module should remain unscientific – scary as that may be.

To listen to a podcast of the Auxin session, ​ click here.​ 

For more information, contact Dr Michael Schmeisser at schmeisser@sun.ac.za .

To participate in a Focused Interest Group on related content, contact CTL Advisor Charmaine van der Merwe at  cvandermerwe@sun.ac.za .

Photo 1:  Scientist Dr Michael Schmeisser shares the scare of unscientific teaching in the Auxin session.

Next Auxin Session: 

23 July 2019 in Education Building, room E3008, 12.45 – 13.45.

Anita Kleinsmidt of the Centre for Medical Ethics and Law at FMHS will discuss teaching & learning aspects of building an online research ethics course.