| SU Teaching Excellence Awards 2018 | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6176 | | SU Teaching Excellence Awards 2018 | Karin Cattell-Holden | <p style="text-align:center;"><strong>SU Teaching Excellence Awards 2018</strong></p><p style="text-align:justify;">The annual Teaching Excellence Awards and Research Excellence Awards ceremony took place at STIAS on 4 December 2018. The awards were presented at the same function for the second year in a row. Prof. Arnold Schoonwinkel, Vice-Rector: Learning and Teaching, emphasised the complementary relationship between teaching and learning and research. He referred to teaching as an integral part of SU as a research-led university, commenting that “research on how to teach well is as important as research on what you teach." In the same context, Prof. Eugene Cloete, Vice-Rector: Research, Innovation and Postgraduate Studies, called SU not only a research-intensive university, but also a teaching-and-learning-intensive university.</p><p style="text-align:justify;">Prof. Schoonwinkel, who presented the Teaching Excellence Awards, said that teaching and learning are a “shared endeavour". With regard to the professionalization of the teaching role at SU, he described the opportunities for lecturers to research their teaching, such as the annual SoTL conference and the FINLO/FIRLT grants. Prof. Schoonwinkel referred to the Teaching Excellence Awards as a “progressive route" which could lead to a Teaching Fellowship and/or an HELTASA national award for teaching excellence.</p><p style="text-align:justify;">Prof. Schoonwinkel presented 11 Teaching Excellence Awards. These awards acknowledged lecturers in two categories, 'Distinguished Teacher' or 'Developing Teacher', based on their experience and leadership in the scholarship of teaching and learning. Applicants had to submit a portfolio that demonstrated their reflection on and evidence of four main components: context, students, knowledge and professional growth. They also had to indicate the lessons they had learnt on their journey to becoming excellent teachers. </p><p style="text-align:justify;">The following lecturers received Teaching Excellence Awards in the category 'Developing Teacher':</p><ul><li>Dr Elize Archer (Centre for Health Professions Education, Faculty of Medicine and Health Sciences)</li><li>Dr Lidia Auret (Department of Process Engineering, Faculty of Engineering)</li><li>Dr Eric Decloedt (Division of Clinical Pharmacology, Department of Medicine, Faculty of Medicine and Health Sciences)</li><li>Prof. Faadiel Essop (Department of Physiological Sciences, Faculty of Science)</li><li>Ms Zahn Münch (Department of Geography and Environmental Studies, Faculty of Arts and Social Sciences)</li><li>Dr Michael Schmeisser (Department of Horticultural Science, Faculty of AgriSciences)</li><li>Ms Natasha Sexton (School of Accountancy, Faculty of Economic and Management Sciences) </li><li>Dr Debra Shepherd (Department of Economics, Faculty of Economic and Management Sciences)</li><li>Ms Anria van Zyl (School of Accountancy, Faculty of Economic and Management Sciences) </li><li>Dr Bjorn von der Heyden (Department of Earth Sciences, Faculty of Science)</li></ul><p style="text-align:justify;">Prof. Deborah Blaine (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering) received a Teaching Excellence Award in the category 'Distinguished Teacher'. Prof. Blaine's portfolio demonstrated not only in-depth reflection on her approach to teaching and her professional growth, but also the underpinning of her teaching practice by the scholarship of teaching and learning. She engages in numerous educational leadership activities, research projects and scholarly communities of practice, also beyond SU. </p><p style="text-align:justify;">Five SU Teaching Fellows also received certificates of recognition. Profs. Elmarie Costandius, Ian Nell, Dana Niehaus, Nicola Plastow and Geo Quinot completed their fellowships between 2011 and 2017. The fellowship scheme provides the opportunity for excellent teachers and scholars of teaching and learning to spend more consistent periods of time, with various forms of support, to focus on aspects of renewal, exploration and dissemination of good practice in departments and faculties. Current holders of a teaching fellowship are:</p><ul><li>Prof. Ingrid Rewitzky (Vice-Dean: Teaching and Learning, Faculty of Science)</li><li>Dr Elize Archer (Centre for Health Professions Education, Faculty of Medicine and Health Sciences)</li><li>Dr Berna Gerber (Division of Speech-Language and Hearing Therapy, Faculty of Medicine and Health Sciences)</li><li>Ms Marianne McKay (Department of Viticulture and Oenology, Faculty of AgriSciences) </li><li>Dr Michael Schmeisser (Department of Horticultural Science, Faculty of AgriSciences)</li><li>Dr Marianne Unger (Division of Physiotherapy, Faculty of Medicine and Health Sciences)</li></ul><p style="text-align:justify;">More information about the Teaching Excellence Awards and the Teaching Fellowships is available from Dr Karin Cattell-Holden, <a href="mailto:kcattell@sun.ac.za"><span lang="EN-ZA" style="text-decoration:underline;">kcattell@sun.ac.za</span></a> or X 3074. </p> |
| SU Teaching Fellows Recognition | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6177 | | SU Teaching Fellows Recognition | Karin Cattell-Holden | <p style="text-align:center;"><strong>SU Teaching Fellows Recognition</strong></p><p style="text-align:justify;">At the annual Teaching Excellence Awards and Research Excellence Awards ceremony on 4 December 2018, at STIAS, five SU academics received certificates in honour of their completion of their Teaching Fellowships. Profs. Elmarie Costandius, Ian Nell, Dana Niehaus, Nicola Plastow and Geo Quinot completed their fellowships between 2011 and 2017. </p><p style="text-align:justify;">Prof. Arnold Schoonwinkel, Vice-Rector: Learning and Teaching, who presented the certificates, emphasised the opportunities for SU lecturers to research their teaching as part of the professionalization of their teaching role. Examples of such opportunities are the annual SoTL conference and the FINLO/FIRLT grants. Prof. Schoonwinkel described academics' professional teaching journey as a “progressive route" which could lead to an SU Teaching Fellowship and, ultimately, a national Teaching Advancement at University (TAU) Fellowship.</p><p style="text-align:justify;">The SU Teaching Fellowship scheme provides the opportunity for excellent teachers and scholars of teaching and learning to spend more consistent periods of time, with various forms of support, to focus on aspects of renewal, exploration and dissemination of good practice in departments and faculties. </p><p style="text-align:justify;">Current holders of a teaching fellowship are:</p><ul><li>Prof. Ingrid Rewitzky (Vice-Dean: Teaching and Learning, Faculty of Science)</li><li>Dr Elize Archer (Centre for Health Professions Education, Faculty of Medicine and Health Sciences)</li><li>Dr Berna Gerber (Division of Speech-Language and Hearing Therapy, Faculty of Medicine and Health Sciences)</li><li>Ms Marianne McKay (Department of Viticulture and Oenology, Faculty of AgriSciences) </li><li>Dr Michael Schmeisser (Department of Horticultural Science, Faculty of AgriSciences)</li><li>Dr Marianne Unger (Division of Physiotherapy, Faculty of Medicine and Health Sciences)</li></ul><p style="text-align:justify;">Any questions about the Teaching Fellowships can be directed to Dr Karin Cattell-Holden, <a href="mailto:kcattell@sun.ac.za"><span lang="EN-ZA" style="text-decoration:underline;">kcattell@sun.ac.za</span></a> or X 3074. More information about the SoTL conference and the FINLO/FIRTL grants is available on the CTL website at <a href="/ctl"><span lang="EN-ZA" style="text-decoration:underline;">http://www.sun.ac.za/ctl</span></a> . </p><p style="text-align:justify;">On the photograph: Prof. Arnold Schoonwinkel with (from the left, top row) Prof. Elmarie Costandius, Prof. Ian Nell and Prof. Dana Niehaus. Bottom left Prof. Arnold Schoonwinkel with Prof. Nicola Plastow. Bottom right: Prof. Geo Quinot (he out of town on the date of the ceremony.)</p> |
| SoTL conference 2018: a celebration of teaching & learning at SU | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6095 | | SoTL conference 2018: a celebration of teaching & learning at SU | Claudia Swart | <p><strong>SoTL conference</strong></p><p>The 11<sup>th</sup> annual SoTL Conference took place at the Lord Charles Hotel, from 29 to 31 October 2018, with the theme <em>Academic Leadership</em>. Participation has grown exponentially since the inception of the conference in 2007 with 84 presentations and 250 registered participants this year. </p><p>This event aims to address all aspects of teaching and learning at SU in an open, supportive and intellectually stimulating atmosphere. It provides a platform where academics share and celebrate teaching and learning practices and research. This is an in-house conference offered to Stellenbosch University staff. </p><p>Seven pre-conference workshops were presented on 29 October. 140 participants attended the workshops. Examples of topics were 'Engaging students in an online learning environment', 'Developing a teaching portfolio', 'Research in Teaching & Learning – first steps in becoming Teaching Scholars' and 'Transforming Assessment Into Great Learning Experiences'.</p><p>One of the keynote speakers, Dr Kathleen M Quinlan, offered a workshop for programme leaders entitled 'Teaching characteristic ways of thinking in your field'<em>. </em>Programme leaders articulated the characteristic habits of mind and heart of their fields, considered the key challenges students face in learning those ways of thinking, and explored ways their programmes could scaffold students' practice of those core habits to overcome the challenges. </p><p>The two keynote speakers, Dr Kathleen M Quinlan (Director: Centre for the Study of Higher Education, University of Kent) and Prof. Magda Fourie-Malherbe (Centre for Higher and Adult Education, Stellenbosch University), challenged the audience with thought-provoking presentations. Dr Ouinlan's presentation was entitled <em>Leading for Learning: Building on your Values and Teaching Expertise</em> and Prof. Fourie-Malherbe addressed the audience with the following topic:<em> Countering carelessness: A case for academic leadership as citizenship. [see photograph: top right]</em></p><p>For podcasts and PowerPoint slides of the keynotes' presentations, please visit:</p><p><a href="http://www0.sun.ac.za/sotl/keynote-speakers/"><span lang="EN-ZA" style="text-decoration:underline;">http://www0.sun.ac.za/sotl/keynote-speakers/</span></a><span lang="EN-ZA" style="text-decoration:underline;"> .</span></p><p>Since 2017, PREDAC participants have joined the celebration of teaching and learning at the conference. PREDAC is the Professional Educational Development of Academics programme offered to newly appointed academics at SU. During a PREDAC break-away earlier this year, participants designed learning opportunities that they would like to implement in their modules. Once back, they implemented the learning opportunities and obtained feedback from students. The results were presented at this conference in the form of a poster presentation. Seventeen groups presented posters at the conference. The posters demonstrated a depth of reflection and understanding of what they wished to achieve and the process(es) involved.</p><p>The closing session of the SoTL Conference functions as an inter-faculty 'think tank' about teaching and learning at SU that takes new ideas into the faculties through participants' intervention. This year the closing session engaged representatives of the SU teaching community in a free-thinking discussion about the journey to academic leadership, and specifically, teaching leadership. </p><p>Participants explored the SU teaching trajectory towards becoming leaderly teachers, with the journeys of the SU Teaching Fellows and national TAU (Teaching Advancement at University) Fellows as a point of departure. The SU Teaching Fellows who facilitated the sessions were Profs. Geo Quinot, Ian Nell, Dana Niehaus, Nicola Plastow and Ingrid Rewitzky, Marianne McKay, and Drs Berna Gerber, Elize Archer, Michael Schmeisser, and Marianne Unger. The SU Teaching Fellows who have moved on to become national TAU Fellows are Profs. Geo Quinot, Ian Nell, and Dr Berna Gerber. Prof. Ian Couper joined SU as a TAU Fellow.</p><p>The session ended with participants having a new or renewed sense of their 'journey to academic leadership' after thought-provoking buzz group discussions within and among faculties.</p><p>The final event of the conference was the cocktail function and continued the celebration of teaching and learning at SU. Various contributions to teaching and learning at SU were celebrated. PREDAC participants who had completed the programme received their certificates. National and SU Teaching Fellows, HELTASA Award winners and SU Teaching Excellence Award winners were all thanked for their role as academic leaders who promote teaching and learning at SU.</p><p>Eleven presentations were shortlisted as possible prize-winners. Four judges attended the shortlisted presentations. These presentations were:</p><table width="100%" class="ms-rteTable-default" cellspacing="0"><tbody><tr><td class="ms-rteTable-default" style="width:25%;">Track</td><td class="ms-rteTable-default" style="width:25%;">Type</td><td class="ms-rteTable-default" style="width:25%;">Authors</td><td class="ms-rteTable-default" style="width:25%;">Title</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Poster</td><td class="ms-rteTable-default">van der Berg, Tanya;<br> Harmuth, Keryn;<br> Archer, Elize</td><td class="ms-rteTable-default">Undergraduate medical students' reporting on barriers and enablers when performing blood cultures in the hospital setting</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Baard, Roelof;<br> Steenkamp, Len</td><td class="ms-rteTable-default">The ignored middle: Transition from first- to second-year in Financial Accounting</td></tr><tr><td class="ms-rteTable-default">Innovation</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Arnott, Gareth Edward</td><td class="ms-rteTable-default">Core Knowledge Assessment in Organic Chemistry</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Dunn-Coetzee, Munita;<br> Du Plessis, Alten;<br> Kroon, Carla;<br> Engelbrecht, Riana;<br> Petersen, Joy</td><td class="ms-rteTable-default">The BeWell Mentoring Experience as a Vehicle for Personal Wellness Development</td></tr><tr><td class="ms-rteTable-default">Innovation</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Essop, Faadiel</td><td class="ms-rteTable-default">Unique ways to enhance critical thinking in Physiology undergraduate classes</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Khosa, Priscalia;<br> Zimba, Zibonele</td><td class="ms-rteTable-default">Using Blended Learning in Social Work Education: An Uncomfortable Shift</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Kroon, Carla;<br> Du Plessis, Alten;<br> Louw, Alwyn;<br> Sinclair, Elmien;<br> Koch, Christa</td><td class="ms-rteTable-default">Wellness and the Success of Medicine and Health Sciences Students</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Barnard, Magda;<br> Adams, Samantha;<br> Du Preez, Ronel</td><td class="ms-rteTable-default">Gamification For the Win!... or not? Evaluating Student Perceptions</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Blaine, Deborah</td><td class="ms-rteTable-default">Views on SoTL in Engineering</td></tr><tr><td class="ms-rteTable-default">Research</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Volschenk, Mariette;<br> Geiger, Justine;<br> Smit, Liezl;<br> Blitz, Julia;<br> van Heerden, Ben</td><td class="ms-rteTable-default">A curriculum for Healthcare in the 21<sup>st</sup> century: reform and renewal of the MBChb programme at the Faculty of Medicine and Health Sciences </td></tr><tr><td class="ms-rteTable-default">Innovation</td><td class="ms-rteTable-default">Presentation</td><td class="ms-rteTable-default">Nieuwoudt, Liezl;<br> Pegado, Brigitte</td><td class="ms-rteTable-default">Planning for decolonising the Economics curriculum: 2017–2020</td></tr></tbody></table><p> </p><p>The highlight of the conference was the announcement of the winners by Prof. Arnold Schoonwinkel: </p><ul><ul><ul><li>The 'Delegates choice' award received Heltasa 2019 attendance (or any other disciplinary educational conference of preference): <strong>Dr Philip Southey</strong> with the paper entitled 'Concepts in context'. [see photograph: bottom left]<br></li></ul><ul><li>The best practice-based paper received Heltasa 2019 attendance (or any other disciplinary educational conference of preference): <strong>Prof. Faadiel Essop </strong>with the paper entitled 'Unique ways to enhance critical thinking in Physiology undergraduate classes'. [see photograph: bottom right]<br> </li><li>The best research-based paper received attendance of an international teaching and learning conference in 2019: <strong>Ms Magda Barnard, Ms Samantha Adams and Prof. Ronel du Preez</strong> with the paper entitled 'Gamification For the Win!... or not? Evaluating Student Perceptions'. [see photograph: top left]</li></ul></ul></ul><p>We would like to thank all participants in this year's conference for dedicating time and effort to enhancing their professional learning and sharing innovative ideas regarding their teaching and their students' learning. We are privileged to have a complement of academics at SU who are becoming leaderly teachers at the university. </p><p>For photographs of the conference, visit: <a href="http://www0.sun.ac.za/sotl/">http://www0.sun.ac.za/sotl/</a></p> |
| T&L Seminar: “Technology and Learning - standing on the shoulders of giants”. | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6074 | | T&L Seminar: “Technology and Learning - standing on the shoulders of giants”. | Anthea Jacobs | <p><strong>TEACHING & LEARNING SEMINAR, 08 NOVEMBER 2018 <strong>held in Room 3008, Education Building, from 12h45 – 13h45</strong></strong></p><p>Mr Martin Butler, Senior Lecturer at the Stellenbosch University Business School (USB), was the presenter at the Teaching and Learning (T&L) Seminar on the 8<sup>th</sup> of November 2018. His areas of expertise are Information Systems Management, Project Management and Technology Futures. The topic of his presentation was “Technology and Learning - standing on the shoulders of giants". The presentation focused on the key theoretical perspectives, the application thereof by the USB as well as valuable lessons learned during the process.</p><p>He commenced his talk by providing some background, stating that technology continues to shape our learning environments and processes. In 2015 the USB introduced a blended learning postgraduate diploma and extended the blended mode of delivery to their flagship Master of Business Administration (MBA) Programme in 2017. Both programmes, including the previous full time and part time delivery methods, make extensive use of technology for teaching and learning. </p><p>Central to the success of both programmes and in particular the new mode of delivery was the efficient use of multiple new technologies by students, support staff and faculty. The transition into this technological intrinsic environment required the planning and execution of multiple interventions to ensure that the focus remains on student learning and not the 'sexiness' of the technology. In addition, getting faculty with more than 20 years' classroom experience to embrace the new learning environments, and methods of interaction, proved challenging. </p><p>At the USB the philosophy of teaching and learning is centred around three important elements, namely (1) theory/principles/techniques; (2) application; and (3) the real world. Against this philosophy, the USB has been able to create a 'glocal' classroom, through the blended mode of delivery. This means that students from all over the world can attend, be it from an airport somewhere in Canada or from a cruise ship in the Atlantic Ocean. The creation of the 'glocal' classroom has been fundamental in the process of transformation of teaching and learning.</p><p>Theoretical models from both the information systems and innovation disciplines were crucial to ongoing management of the blended programmes. Through the application of the Socio-Technical Perspective (Bostrom & Heinen, 1977)<a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-GB" style="text-decoration:underline;">[1]</span></a>, Technology Acceptance Model (Davies, 1989)<a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-GB" style="text-decoration:underline;">[2]</span></a>, Information Systems Success (Delone & McLean, 1992)<a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-GB" style="text-decoration:underline;">[3]</span></a> and Innovation Diffusion Theory (Rodgers, 1976)<a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-GB" style="text-decoration:underline;">[4]</span></a> a scientific approach towards embedding the technology in the teaching and learning process was followed.</p><p>Mr Butler continued to positively describe to the current state of affairs with regard to BL at the USB, stating that their geographical footprint has spread tremendously over the last few years. Furthermore, BL is the most successful mode of delivery at the USB. It has been an interesting ride thus far, during which they have learnt the value of careful planning and hard work. Some of the challenges encountered include technological capabilities and support, the integrity around secure online assessments, as well as incentivising staff members.</p><p>In conclusion, these BL experiences by the USB demonstrate that the change imperative has become more and more crucial, and disrupting the self should be seen as part and parcel of transformation. It has become a “burning platform", even for “old dogs and not so thirsty horses"…</p><p> References</p><p><a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-ZA" style="text-decoration:underline;">[1]</span></a> Bostrom, R.P. and Heinen, J.S. 1977. MIS problems and failures: a socio-technical perspective, part II: the application of socio-technical theory. <em>MIS quarterly</em>, pp11-28.</p><p><a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-ZA" style="text-decoration:underline;">[2]</span></a> Davis, F.D. 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology. <em>MIS quarterly</em>, pp 319-340.</p><p><a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-ZA" style="text-decoration:underline;">[3]</span></a> DeLone, W.H. and McLean, E.R. 1992. Information Systems Success: The Quest for the Dependent Variable.<em> Information Systems Research</em>, pp 60-95.</p><p><a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IFR9CWQC/News%20Feed.docx"><span lang="EN-ZA" style="text-decoration:underline;">[4]</span></a> Rogers, E.M. 1976. New product adoption and diffusion. <em>Journal of consumer Research</em>, pp.290-301.</p> |
| New electronic Student Feedback system available and ready for use! | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6069 | | New electronic Student Feedback system available and ready for use! | Veronica Beukes | <p>The new electronic Student Feedback system is available and ready for use. The system is integrated with SUNLearn with access to students and the Student Feedback Office. The Student Feedback Personnel are administrators of the system and handle activation requests from lecturers or departments.</p><p>We have, since the availability of the system, activated 126 questionnaires. The new system allows for online questionnaires to be updated and activated in real-time. Students can also access the system by clicking on the Student Feedback icon which appears on the left bottom area of any SUNLearn page.</p><p>For more information on how the new electronic student feedback system works, please visit our website at <span style="text-decoration:underline;"><a href="/english/learning-teaching/ctl/student-feedback"><font color="#0066cc">http://www.sun.ac.za/english/learning-teaching/ctl/student-feedback</font></a></span></p><p>The article 'Who reads student feedback' was published in Die Matie on 25 October 2018: <a href="https://diematie.com/2018/10/who-reads-student-feedback/"><span lang="EN"><span style="text-decoration:underline;"><font color="#0066cc">https://diematie.com/2018/10/who-reads-student-feedback/</font></span></span></a></p> |
| Prof Susan van Schalkwyk awarded the CHE/HELTASA National Excellence in T&L award | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5990 | | Prof Susan van Schalkwyk awarded the CHE/HELTASA National Excellence in T&L award | Jean Farmer | <p>We would like to congratulate <strong>Professor Susan van Schalkwyk</strong> (PhD) for being awarded the CHE/HELTASA National Excellence in Teaching and Learning Award 2018.<br>Susan van Schalkwyk, M Phil, PhD., is Professor in Health Professions Education and Director of the Centre for Health Professions Education in the Faculty of Medicine and Health Sciences where she is involved in the supervision of Master's and PhD students, and faculty development. Her research interests include teaching and learning in the health professions, with a specific focus on postgraduate studies and academic writing. She is active in health professions education, both nationally and internationally, and is currently a member of the AMEE (Association of Medical Educationalists) Research Committee, on the editorial board of <em>MedEdPublish</em>, and an associate editor for <em>The Clinical Teacher</em>. She is a founding member of the Bellagio Global Health Education Initiative, an interdisciplinary, multinational effort to advance global health education worldwide and serves on the AMEE <em>Aspire to Excellence</em> international board. She is a C-rated NRF researcher and has authored or co-authored more than 60 peer-reviewed articles and books chapters.</p> |
| Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5957 | | Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity | Anthea Jacobs | <p style="text-align:justify;"><strong>CTL AUXIN SESSION, 25 SEPTEMBER 2018</strong></p><p style="text-align:justify;"><strong>held at Den Bosch, from 12h45 – 13h45</strong></p><p style="text-align:justify;">Dr Anita Jonker, who coordinates the four interdisciplinary modules in the EDP support subject, Introduction to the Humanities, in the Faculty of Arts and Social Sciences, was the presenter at the AUXIN session on the 25<sup>th</sup> of September 2018. The topic of Dr Jonker's presentation was “Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity as part of the EDP support subject Introduction to the Humanities".</p><p style="text-align:justify;">She explained how the module is designed to instil a broader worldview in multilingual students from diverse cultural and religious backgrounds. Guest lecturers from different faculties were invited to, amongst others, speak to students about gender concepts that are essential to understand in any critical discussion on the human dignity, and also to introduce students to the main religious traditions and the potential of intrareligious, interreligious and secular dialogue to resolve local and international conflict peacefully. Students were free to engage in these lectures through discussions in the language of their preference, so that their contributions could form part of the curriculum content, at the same time acknowledging their multilingual identities. Other forms of student engagement included tutorials, readings and out-of-class excursions, like for example a visit to a mosque.</p><p style="text-align:justify;">During her presentation, Dr Jonker highlighted the following points of feedback from the students: they appreciated the way lecturers unpacked different concepts; students enjoyed the interaction during class discussions; they found the tutorials stimulating; the guest lecturers and their enthusiastic teaching style were commendable; and students mentioned that the module allowed them to see the importance of integration in all aspects of their lives.</p><p style="text-align:justify;">Even though students provided wonderful feedback about the module, a few central questions remain. Do students really develop an appreciation for different world views? Are students more tolerant towards other cultures, religions and language groups? Are students able to work in multicultural groups with divergent identities? These questions deserve further exploration.</p><p style="text-align:justify;">To listen to a podcast of the session, please visit:</p><p style="text-align:justify;"><a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources"><span lang="EN-ZA" style="text-decoration:underline;">http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources</span></a></p><p style="text-align:justify;">This AUXIN concludes the AUXIN programme for 2018. The next AUXIN will take place on 26 February 2019.</p><p style="text-align:justify;"><span lang="EN-ZA" style="text-decoration:underline;"><em>Picture 1</em></span><em>: The Presenter, Dr Anita Jonker</em></p><p style="text-align:justify;"><span lang="EN-ZA" style="text-decoration:underline;"><em>Picture 2</em></span><em>: (from L to R) Ms Busiswa Sobahle (tutor); Dr Anita Jonker (presenter); Mr Earl Basson (tutor); Dr Karin Cattell-Holden (CTL); Prof Xolilwe Simon (guest lecturer)</em></p> |
| T&L Seminar: Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward? | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5912 | | T&L Seminar: Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward? | Claudia Swart | <p>The T&L seminar took place on 6 September 2018. It was presented by Dr Hanelie Adendorff on the following topic: <strong>Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward?</strong></p><p><strong>To listen to a podcast of the seminar, please visit: </strong><a href="/english/learning-teaching/ctl/t-l-resources/t-l-seminars"><span class="ms-rteThemeForeColor-2-5">http://www.sun.ac.za/english/learning-teaching/ctl/t-l-resources/t-l-seminars</span></a></p><p style="text-align:justify;">The conversation around the decolonization of higher education curricula hit South Africa by storm with the #RhodesMustFall and subsequent #FeesMustFall campaigns. Prior to this, decolonization conversations, if they were happening at all in higher education institutions, were limited to small pockets of interest. Whilst the presence and influence of Western ideology in the humanities and arts curricula might be fairly recognisable, the decolonization of science curricula, for the most part, is a far less obvious project. The study that was reported on in this presentation used Legitimation Code Theory (LCT) to reflect on what is at stake in these conversations. It is hoped that results from this study will help to offer a framework which both staff and students could use in conversations about and attempts at the decolonisation of science curricula.</p><p style="text-align:justify;">LCT provides a means of conceptualizing the principles or 'rules of the game' underlying different knowledge practices (Maton, 2012). In this project LCT was used to uncover the underlying principles related to the knowledge practices in the conversation about decolonizing science curricula. The presentation will start by focussing on the way the conversation developed in social media circles and a few scholarly domains. The findings of this part of the study indicated that some of the heated arguments in decolonisation conversations can be equated to a code clash in terms of what counts as legitimate knowledge between those arguing for decolonization and the dominant codes, or practices, in the field of science. </p><p style="text-align:justify;">The question thus becomes: can science be decolonized, and if so, how? In order to address this question, LCT was used to look at a number of decolonization examples, including the three scenarios for decolonising engineering curricula presented by Winberg & Winberg (2017). Results from this part of the study helped to explain (1) the favoured scenario in the Winberg & Winberg study as well as (2) why some attempts at decolonization may not necessarily be seen as such.</p><p style="text-align:justify;">References:</p><p style="text-align:justify;">Maton, K. (2014) <em>Knowledge and Knowers: towards a realist sociology of education</em>. London, Routledge.</p><p style="text-align:justify;">Maton, K. (2016) Bringing It All Back Home: The art of building knowledge from diverse sources. <a href="https://www.youtube.com/watch?v=GrdCPvrcWNk&t=836s"><span style="text-decoration:underline;">https://www.youtube.com/watch?v=GrdCPvrcWNk&t=836s</span></a> .</p><p style="text-align:justify;">Winberg, C. & Winberg, S. (2017) Using a social justice approach to decolonize an engineering curriculum, IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece, pp 248 – 254. </p> |
| Elsabé Daneel communication workshops a tremendous success! | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5906 | | Elsabé Daneel communication workshops a tremendous success! | Claudia Swart | <p>Elsabé Daneel is a well-known TV presenter, TV & movie actor and have produced and acted in many theatre productions. She is a producer, director and presenter of corporate videos as well as documentaries for kykNET and M-Net.</p><p>As communication and media strategist, she conducts the communication workshop, <em>Communication IQ</em>. These fun filled workshops in communication and projection skills are geared for corporate clients, TV and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </p><p>Elsabé offered two communication workshops for Stellenbosch University academic staff during August. The beginner's workshop took place on 23 August and 11 participants attended the workshop. The advanced workshop took place on 24 August with 3 participants attending the workshop.</p><p><strong>The following topics were discussed during the workshops:</strong></p><ul style="list-style-type:disc;"><li>grasp communication jargon</li><li>discover the ABC of the communication process</li><li>evaluate your strong and weaker points as a communicator</li><li>make communication models work for you</li><li>suss out the technicalities that influence the communication process</li><li>recognize the role of personal style </li><li>thrive on body language </li><li>experiment with vocalics </li><li>indulge in relaxation techniques that work</li><li>package your verbal message</li><li>establish rapport </li><li>recording podcasts and videos for use in your modules.</li></ul><p>Some feedback received from the participants:</p><p>"Elsabe gives good practical advice in a clear manner."<br>"The feedback on our videos was the most valuable."<br>"Elsabe's years of experience shows!"<br>"The most valuable part of the workshop was watching yourself as an outsider on video to see what gestures are made and what body language you use. Commentary from others help you gain better perspectives."<br>"I love how honest and direct Elsabe is when giving feedback"</p><p>Contact Nothemba Nqayi [nothemban@sun.ac.za] should you wish to attend a future Elsabe Daneel workshop.</p> |
| Regional Extended Curriculum (ECP) Symposium | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5907 | | Regional Extended Curriculum (ECP) Symposium | Claudia Swart | <p>The aims of the ECP regional symposium are to provide a forum for the promotion of criticality and innovation in theorising teaching and learning in ECP. The event featured keynote and special invited speakers whose practices are underpinned by sound theoretial bases. Academics working specifically in the sphere of ECP or foundations programmes had the opportunity to share their theoretical perspectives or theory-informed practices in various parallel sessions and panel discussions. Academics from Stellenbosch University attended the event and used the opportunity to gain valuable knowledge and network with colleagues from other universities. For more information, please visit: </p><p><a href="http://www.cput.ac.za/blogs/ecp/2018/06/08/ecp-symposium-first-call-for-papers/">http://www.cput.ac.za/blogs/ecp/2018/06/08/ecp-symposium-first-call-for-papers/</a></p><p>Programme of the event: <a href="/english/PublishingImages/Lists/dualnews/My%20Items%20View/ECP%20symposium%202018%20programme_official.pdf"><img class="ms-asset-icon ms-rtePosition-4" src="/_layouts/15/images/icpdf.png" alt="" />ECP symposium 2018 programme_official.pdf</a></p><p> </p> |
