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Auxin: AI² x Auxin: AI-enabled learninghttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9931Auxin: AI² x Auxin: AI-enabled learningSimbongile Ntwasa<p>​<br></p><h3 style="margin:10px 0px;color:#5a1a34;font-size:24.5px;line-height:40px;text-rendering:optimizelegibility;background-color:#ffffff;font-family:raleway, trebuchet, helvetica !important;">Auxin:  AI² x Auxin: AI-enabled learning<br></h3><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;">As AI continues to transform our world, higher education (HE) faces the challenge of redefining its purpose and equipping students with the skills necessary for an AI-enabled future. In this second AI² x Auxin session, we explore the possibilities of incorporating AI into our learning practices. <br></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;">Drawing on the perspectives of scholars such as Aoun (2017) and McKenna (2023), we consider which essential literacies and skills students need to acquire to be “robot-proof" and in service to society. With Dai, Lui & Lim's (2023) description of ChatGPT as an 'enabler' in the HE environment, we propose it as a tool that can facilitate students' self regulated learning and enhance the learning process. We follow an open yet cautious approach to the incorporation of AI in our learning context, emphasising the need to critically engage with and evaluate AI-enabled tools. </p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;">Dr Albert Strever from the Department of AgriEconomics will demonstrate how he utilises ChatGPT for learning in his undergraduate modules. The webinar will conclude with a Q&A session, please come prepared with your questions.​<br></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><br></p><h3 style="margin:10px 0px;color:#5a1a34;font-size:24.5px;line-height:40px;text-rendering:optimizelegibility;background-color:#ffffff;font-family:raleway, trebuchet, helvetica !important;">The Speakers<br></h3><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;text-align:justify;"><span style="font-size:11pt;font-family:calibri, sans-serif;color:#0d0d0d;"><strong><span style="font-size:11pt;"></span></strong></span></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><strong></strong></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><strong>Dr Albert Strever</strong> is a Senior Lecturer in the Department of Viticulture and Oenology in the Faculty of AgriSciences and coordinates the innovation and entrepreneurship activities in the faculty. Although he specialised in and still teaches in Viticulture, his work with INNOVUS and Launchlab as well as in the Winetech innovation committee in promoting new business ideas and development in Agriculture have led to an ambition to specialise in entrepreneurship and innovation/technology integration in higher education. This also led to him registering in 2022 along with the first intake for the Master's degree in Engineering Management (MEM) students at Stellenbosch University. Dr Strever is engaging on several forums on the use of AI in teaching, learning and assessment currently and also actively integrating these aspects in undergraduate teaching activities in entrepreneurship and other modules. Dr Strever is also currently participating in the Teaching Advancement at University (TAU) Fellowship Programme. </p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><strong>Dalene Joubert</strong> is an advisor at the Centre for Teaching and Learning at Stellenbosch University (SU). She holds a joint Masters Degree from SU and the University of Leiden, a PGCE from Unisa and she is currently busy with her PhD in Translations Studies at SU. Dalene has a passion for learning and teaching, and has been in the space for over a decade – she has taught at both Rhodes University and SU, as well as Paul Roos Gymnasium. She is currently exploring the intersection between AI and teaching, learning and assessment in higher education for the SU context. Dalene is administrating and involved in developing two short courses in AI literacy for higher education - an SU short course as well as a StellenboschX offering.<br></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><br></p><h3 style="margin:10px 0px;color:#5a1a34;font-size:24.5px;line-height:40px;text-rendering:optimizelegibility;background-color:#ffffff;font-family:raleway, trebuchet, helvetica !important;">Enquiries<br></h3><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><span lang="EN-US" style="font-size:11pt;font-family:"segoe ui", sans-serif;color:#252424;"><a href="https://teams.microsoft.com/l/meetup-join/19:meeting_OGI0MDVjZDItZWI5MC00YzJmLWI2NmEtNTgyZTcyMDE4NTRh%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%227fd7bf5a-7f21-428d-a68d-0f87794780df%22%7d" target="_blank" style="color:#25293f;"><span style="font-size:10.5pt;font-family:"segoe ui semibold", sans-serif;color:#6264a7;">Click here to join the meeting</span></a></span><br><strong style="font-family:raleway, trebuchet, helvetica;">Lucy Lucks / Simbongile Ntwasa </strong><br></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><a href="mailto:llucks@sun.ac.za" style="color:#25293f;"><span class="ms-rteThemeForeColor-9-5">llucks@sun.ac.za</span></a> / <a href="mailto:sim@sun.ac.za" style="color:#25293f;"><span class="ms-rteThemeForeColor-9-5">sim@sun.ac.za</span></a>​<br>021 808 3717<br></p><p style="font-size:14px;font-family:raleway, trebuchet, helvetica;color:#333333;background-color:#ffffff;"><em>​<br></em></p><h4 style="margin:10px 0px;font-size:17.5px;color:#5a1a34;line-height:20px;text-rendering:optimizelegibility;background-color:#ffffff;font-family:raleway, trebuchet, helvetica !important;"><a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin" target="_blank" style="color:#25293f;text-decoration:underline;"><span class="ms-rteThemeForeColor-9-5" style="text-decoration:underline;">More about Auxin</span></a><br></h4><p><br></p>
TLA and the new AI kid on the HE block: discussing implications at SUhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9744TLA and the new AI kid on the HE block: discussing implications at SUDalene Joubert<p>​​​​<br><strong style="color:#262626;font-family:"segoe ui semilight", "segoe ui", segoe, tahoma, helvetica, arial, sans-serif;font-size:1.15em;">TLA and the new AI kid on the HE block: discussing implications at SU</strong>​<br><br></p><p>Parts of this article were written by ChatGPT.<br></p><p>Advances in artificial intelligence (AI) have opened up new possibilities and conversations about teaching, learning and assessment (TLA) in the sphere of higher education (HE).<br></p><p>The use and application of AI in HE has the potential to shape the learning experience and outcomes for students significantly; therefore, it should also change the way in which teaching academics approach TLA. The most talked-about AI tool currently is ChatGPT, a state-of-the-art language model developed by OpenAI. ChatGPT utilizes transformer-based deep-learning techniques to generate contextually relevant and coherent responses to questions that have been formulated in natural language. This technology has several potential applications in HE, including question-answering, personalised learning, automated grading and interactive learning. Thus traditional teaching and assessment methods will have to be revised and reconsidered to ensure and enhance student learning.<br></p><p>The <a href="/english/learning-teaching/learning-teaching-enhancement" target="_blank">Division for Learning and Teaching Enhancement (DLTE)</a> has a <a href="/english/learning-teaching/learning-teaching-enhancement/ai-in-he" target="_blank" style="text-decoration:underline;"><strong>new website</strong></a><strong style="text-decoration:underline;"> </strong>and compiled a discussion document about AI and TLA at SU. It not only explains our approach to TLA, but also includes some useful articles for further reading. Access the <strong>discussion document</strong> <strong style="text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/Documents/Auxin/Discussion%20doc_ChatGPT%20in%20HE%20TLA.pdf">here</a></strong>.  An <a href="/english/learning-teaching/ctl/Documents/Auxin/Infographic_AI%20%26TLA_.pdf" style="text-decoration-line:underline;"><strong>infographic</strong></a> to share is also available.<br></p><p>One of the best ways to adapt and reconsider TLA at this stage is to consider incorporating elements of the <strong style="text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/Documents/Auxin/Flipped%20learning%20model.pdf" target="_blank">flipped learning model</a></strong>, like the flipped classroom, into teaching and learning practices. This approach involves students engaging with course content outside of the classroom while the more difficult aspects of learning, like the application of theory to practice, are covered during face-to-face contact sessions. AI like ChatGPT could even be leveraged to create a powerful and engaging learning experience for students.</p><p>The DLTE are hosting online lunch hour discussions about AI in HE. Discussion topics include what AI is and why we need to take note of its increasing relevance in the field of education. We address concerns about the impact of ChatGPT. Do bring your questions, thoughts and ideas to the discussions.  Recordings and information about previous sessions are available <a href="/english/learning-teaching/learning-teaching-enhancement/ai-in-he" style="text-decoration:underline;"><strong>here</strong></a>.<br></p><p>If you would like to receive information about the lunch hour discussions?  Please send an e-mail to Dalene Joubert:  dvermeulen@sun.ac.za<br></p><p>​<br></p>
Scholarship of teaching and learning short coursehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9758Scholarship of teaching and learning short courseClaudia Swart<p>​​​<img alt="" style="margin:5px;" />​</p><h4><strong>Researching your TLA*</strong></h4><h4><strong>Scholarship of teaching and learning short course</strong></h4><p><br></p><p>Learn about </p><p>•refining your research question,<br>•consulting literature,<br>•using educational theory as a lens,<br>•designing an appropriate methodology to gather and interpret data,<br>•translating this into a clear and comprehensive proposal<br>•that adheres to SU's ethical principles and institutional permission principles.</p><p><em>*teaching-learning-assessment</em><br></p><p><br></p><p>April to September each year<br>*limited space available<br></p><p>3 x F2F contact sessions<br></p><p>Official SU short course (5 credits (50 hrs))<br></p><p>Contact Claudia Swart if you are interested:  claudias2@sun.ac.za<br></p><div style="margin-top:0pt;margin-bottom:0pt;margin-left:0.31in;text-indent:-0.31in;direction:ltr;unicode-bidi:embed;word-break:normal;">Read more here:  <a href="/english/learning-teaching/ctl/Pages/STL-short-course.aspx">https://www.sun.ac.za/english/learning-teaching/ctl/Pages/STL-short-course.aspx</a>  ​​<br></div><p style="margin-top:0pt;margin-bottom:0pt;margin-left:0in;direction:ltr;unicode-bidi:embed;word-break:normal;"><span style="font-size:40pt;font-family:candara;color:#333f50;font-weight:bold;"></span></p><p><br></p>
First-year Achievement Awards | IiMbasa zokuWonga iMpumelelo yaBafundi boNyaka wokuqala 2023https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9854First-year Achievement Awards | IiMbasa zokuWonga iMpumelelo yaBafundi boNyaka wokuqala 2023Dr Jean Lee Farmer<p>​​​<br><br></p><p style="text-align:center;"><strong>First-year Achievement Awards <br></strong><strong>IiMbasa zokuWonga iMpumelelo yaBafundi boNyaka wokuqala<br></strong><strong>Eerstejaarsprestasietoekennings<br></strong><strong>2023</strong></p><p><strong>First-year Achievement Awards  </strong></p><p style="text-align:justify;">Stellenbosch University's annual First-year Achievement Awards ceremony, held at STIAS on 23 March 2023, was hosted by Prof Deresh Ramjugernath, Vice-Rector: Learning and Teaching.  </p><p style="text-align:justify;">The event aims to recognise lecturers who had a positive influence on the academic experience of first-year students. It also recognises top-performing first-year students within each faculty.</p><p style="text-align:justify;">The guest speaker at this prestige event was Prof Ingrid Rewitzky, Vice-Dean of Teaching and Learning in the Faculty of Science. She was introduced by Dr Antoinette van der Merwe, Senior Director of the Division of Learning and Teaching Enhancement, who was also the master of ceremonies for the evening. Prof Rewitzky's address was titled “Re-envisioning our journey of learning". She explained that through a re-envisioned focus, we would have the potential to shift learning from a destabilisation phase to a developmental phase. </p><p style="text-align:justify;">The top 33 first-year students of 2022 received awards, along with the lecturers they nominated for having profoundly impacted their learning during their first year at university. Students, lecturers, deans and vice-deans enjoyed vibrant conversation during the dinner, in between taking photographs with Prof Ramjugernath, deans and vice-deans.</p><p style="text-align:justify;">The power point used on the evening is available <a href="/english/learning-teaching/ctl/Documents/FYAA2023%20power%20point.pdf" target="_blank" style="text-decoration:underline;"><strong>here</strong></a>.<br>The list of winners is available <a href="/english/learning-teaching/ctl/Documents/FYAA2023%20Students%20and%20Lecturers%20names.pdf" target="_blank" style="text-decoration:underline;"><strong>here</strong></a>.<br>The photographs of the evening are available <span style="text-decoration:underline;"><a href="/english/learning-teaching/ctl/t-l-awards-and-grants/first-years-prestige-dinner" target="_blank"><strong>here</strong></a></span>.<br>For information about previous events, click <strong style="text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/t-l-awards-and-grants/first-years-prestige-dinner" target="_blank">here​</a></strong>.</p><p style="text-align:justify;"><br></p><p><strong>IiMbasa zokuWonga iMpumelelo yaBafundi boNyaka wokuqala</strong></p><p style="text-align:justify;">Umsitho wonyaka wokuQala weYunivesithi yaseStellenbosch weeMbhasa zokuWonga iMpumelelo yaBafundi, ububanjelwe eSTIAS ngomhla wama23 kweyoKwindla ngowama2023, usingathwe nguNjing Deresh Ramjugernath, uSekela-Mlawuli: kwezokuFunda nokuFundisa.<br></p><p style="text-align:justify;">Lo msitho ubujolise ekuthatheni ingqalelo <strong>abahlohli</strong> abanempembelelo entle kumava emfundo abafundi bonyaka wokuqala. Ubukwanika ingqalelo <strong>abafundi</strong> bonyaka wokuqala abagqwesileyo kwifakhalthi nganye.</p><p style="text-align:justify;">Isithethi sembeko kulo msitho unobungangamsha kangaka ibinguNjing Ingrid Rewitzky, uSekeladini wezokuFundisa nokuFunda kwiFakhalthi yeNzululwazi. Waziswe nguGqr Antoinette van der Merwe, uMlawuli oMkhulu weCandelo lokuFunda nokuPhuhliswa kokuFundisa, nobeengumbhexeshi waloo msitho kobo busuku. Intetho kaNjingalwazi uRewitzky yayinomxholo othi “Ukucamngca kutsha uhambo lwethu lokufunda". Uyicacisile into yokuba ngojoliso olucamngcwe kutsha siya kuba nako ukususa ukufunda kwimo yokuphazamisa uzinzo ukuya kwimo yophuhliso.<br></p><p style="text-align:justify;">Abafundi abangama33 ababe kunyaka wokuqala ngo2022 bafumene amawonga, ndawonye nabo bahlohli abo babetyunjwe ngabafundi kuba babe nefuthe elimandla ekufundeni kwabo kunyaka wabo wokuqala eyunivesithi. Abafundi, abahlohli, iidini kunye noosekeladini bayonwabela incoko edlamkileyo ngexesha lesidlo sangokuhlwa, ngaxeshanye kuthathwa iifoto noNjing Ramjugernath, iidini kunye noosekeladini.<br></p><p>​Uluhlu lwabaphumeleleyo lufumaneka <a href="/english/learning-teaching/ctl/Documents/FYAA2023%20Students%20and%20Lecturers%20names.pdf" target="_blank"><strong>apha</strong></a>.<br>Iifoto zangokuhlwa zifumaneka <strong style="text-decoration-line:underline;"><a href="https://drive.google.com/drive/folders/1vfFrtMRhrR0blRIxyMjtjN6Fz2qX4bEj?usp=share_link" target="_blank">apha</a></strong>.</p><p><span style="text-align:justify;">For information about previous events, click </span><strong style="text-align:justify;text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/t-l-awards-and-grants/first-years-prestige-dinner" target="_blank">here​</a></strong><span style="text-align:justify;">.</span><br></p><p> </p><p><strong>Eerstejaarsprestasietoekennings</strong></p><p style="text-align:justify;">Die Universiteit Stellenbosch se jaarlikse Eerstejaarsprestasietoekenningseremonie is op 23 Maart 2023 by STIAS aangebied, met prof Deresh Ramjugernath, Viserektor: Leer en Onderrig, as die gasheer.  <br></p><p style="text-align:justify;">Die geleentheid verleen erkenning aan dosente wat ʼn positiewe invloed op die akademiese ondervinding van eerstejaarstudente gehad het. Dit verleen ook erkenning aan die toppresteerders onder die eerstejaarstudente in elke fakulteit.</p><p style="text-align:justify;">Die gasspreker by hierdie geleentheid was prof Ingrid Rewitzky, Visedekaan van Onderrig en Leer in die Fakulteit Natuurwetenskappe. Sy is deur dr Antoinette van der Merwe, Senior Direkteur van die Afdeling Leer- en Onderrigverryking, bekendgestel. Dr Van der Merwe was ook die seremoniemeester vir die aand. Prof Rewitzky se toespraak was getitel “Re-envisioning our journey of learning" (Herverbeelding van ons leerreis). Sy het verduidelik dat ons, deur ʼn herverbeelde fokuss, die potensiaal sal hê om leer van ʼn destabiliseringsfase na ʼn ontwikkelingsfase te verskuif. <br></p><p style="text-align:justify;">Die top 33 eerstejaarstudente van 2022 het toekennings ontvang, saam met die dosente wat deur hulle genomineer is vir die diepgaande impak wat hulle op die studente se leer in hulle eerste jaar op universiteit gehad het. Studente, dosente, dekane en visedekane het lewendige gesprekke tydens die ete geniet en tussendeur foto's saam met prof Ramjugernath, die dekane en visedekane geneem.<br></p><p style="text-align:justify;">​Die lys met wenners is <a href="/english/learning-teaching/ctl/Documents/FYAA2023%20Students%20and%20Lecturers%20names.pdf" style="text-decoration:underline;"><strong>hier</strong></a> beskikbaar.<br>Die foto's van die aand is <strong style="text-decoration:underline;"><a href="https://drive.google.com/drive/folders/1vfFrtMRhrR0blRIxyMjtjN6Fz2qX4bEj?usp=share_link" target="_blank">hier​</a></strong> beskikbaar.​<br>Die power point wat op die aand gebruik is, is <a href="/english/learning-teaching/ctl/Documents/FYAA2023%20power%20point.pdf" target="_blank" style="text-decoration:underline;"><strong>hier</strong></a> beskikbaar.<br>Vir meer inligting oor vorige funksies, klik <a href="/english/learning-teaching/ctl/t-l-awards-and-grants/first-years-prestige-dinner" target="_blank" style="text-decoration:underline;"><strong>hier</strong></a>.<br></p><p><br></p>
Elsabe Daneel Communication Workshops 2023https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7981Elsabe Daneel Communication Workshops 2023Claudia Swart<p><strong>​​​​​​​​​​​​​​​​​​​ELSABÉ DANEEL COMMUNICATION WORKSHOPS</strong></p><p>Elsabé Daneel is a well-known television presenter and television and movie actress and has produced and acted in many theatre productions. She is a producer, director and presenter of corporate videos as well as documentaries for kykNET and M-Net.</p><p>As communication and media strategist, she conducts communication workshop titled <em>Communication IQ</em>. These fun-filled and practical workshops in communication and projection skills are geared for corporate clients, television and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </p><p>Elsabé will offer two communication workshops for Stellenbosch University <span style="text-decoration:underline;"><strong>academic (lecturing)</strong></span> staff during 2023.  <br></p><p><strong>Participants can look forward to the following during the workshop:</strong><br>·            Grasping communication jargon<br>·            Discovering the ABC of the communication process<br>·            Evaluating your strong and weaker points as a communicator<br>·            Making communication models work for you<br>·            Sussing out the technicalities that influence the communication process<br>·            Recognising the role of personal style <br>·            Thriving on body language <br>·            Experimenting with vocalics <br>·            Indulging in relaxation techniques that work<br>·            Packaging your verbal message<br>·            Establishing rapport <br>·            The dynamics of communication<br>·            Tips for highly effective communicators<br>·            Using technology in the classroom as part of the 'flipped classroom method'<br>·            Communicating effectively via online lectures.</p><p><em><strong>When:</strong></em><br>19 July<br>26 September<br></p><p><strong><em>Time:</em></strong><br>13:00 to 17:00<br><em><strong> </strong></em><br><em><strong>Where:</strong></em><br>Den Bosch, 39 Victoria Street (opposite Skuilhoek and behind the Conservatoire)<br><strong> </strong><br><strong>There are only 10 places available per workshop.</strong><br><em> </em><br><em>Please contact Lucinda Lucks (llucks@sun.ac.za) for more information and to book your seat!</em><br></p>
TLA Seminar: A capstone project to enhance entrepreneurial and other critical skills in studentshttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9886TLA Seminar: A capstone project to enhance entrepreneurial and other critical skills in studentsDr Karin Cattell-Holden<p><br><strong><strong>You are invited to attend the next quarterly TLA seminar offered by the Division for Learning and Teaching Enhancement </strong></strong><br></p><p><strong>Speaker:   </strong>Dr Albert Strever (Department of Viticulture and Oenology, Faculty of AgriSciences) (TAU Fellow, 2022-2023)<br></p><p><strong>Topic:  </strong><strong> </strong>A capstone project to enhance entrepreneurial and other critical skills in students of selected AgriSciences Departments</p><p><strong>Date:</strong>   11 May 2023</p><p><strong>Time:</strong><strong>  </strong>12:45-14:00</p><p><strong>Venue: </strong><strong>  </strong>Room 3008,<strong> </strong>Faculty of<strong> </strong>Education (GG Cillié Building)</p><p><em>*Face-to-face only, limited seating available<br></em><em>Please RSVP:</em> Lucinda Lücks, <a href="mailto:llucks@sun.ac.za">llucks@sun.ac.za</a> or (021) 808 3717</p><p><strong>Biography of speaker</strong></p><p>Dr Strever is a Senior Lecturer in the Department of Viticulture and Oenology in the Faculty of AgriSciences and coordinates the innovation and entrepreneurship activities in the faculty. Although he specialised in and still teaches in Viticulture, his work with INNOVUS and Launchlab as well as in the Winetech innovation committee in promoting new business ideas and development in Agriculture have led to an ambition to specialise in entrepreneurship and innovation/technology integration in higher education. This also led to him registering in 2022 along with the first intake for the Master's degree in Engineering Management (MEM) students at Stellenbosch University. Dr Strever is currently participating in the Teaching Advancement at University (TAU) Fellowship Programme.</p><p><strong>Summary of seminar</strong></p><p>Dr Strever's Teaching Advancement at University (TAU) fellowship project (2022-2023) focused on identifying ways to integrate entrepreneurial and other future-critical skills into a capstone project. The project was designed to develop a focused strategy in the Faculty of AgriSciences that could meet the demands of preparing students for the volatile, uncertain, complex, and ambiguous (VUCA) environment they will face as graduates. Although some Departments within the Faculty already offer limited exposure to entrepreneurship and related aspects, there is an increasing need for a comprehensive and focused strategy, also in line with the University's current Game Changer projects. The project also involved interaction with other faculties to learn from their experience and has initiated a community of practice within the AgriSciences faculty to address this need. The objective is to minimise disruption to the current curricula while developing a shared resource base for teaching, learning, and assessment related to entrepreneurship and other relevant competencies. The project led to successful changes to one Department's module descriptions to implement the capstone principle, which is currently in process over three study years in the BScAgric (Viticulture & Oenology) programme.</p><p>The project's efforts are also complemented by an industrial engineering research assignment, which aims to develop a "radar" for competencies and technologies related to agriculture, which will be discussed briefly.</p><p><strong>References</strong></p><ul><li>Fitz-Koch, S., Nordqvist, M., Carter, S., & Hunter, E. (2018). Entrepreneurship in the Agricultural Sector: A Literature Review and Future Research Opportunities. Entrepreneurship Theory and Practice, 42(1), 129–166. <a href="https://eur03.safelinks.protection.outlook.com/?url=https://doi.org/10.1177/1042258717732958&data=05%7c01%7c%7c0ea151021fdc475b326808db40c71ed4%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c638174996179285238%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=5QbUN46xZs%2Bll1LFLoJvNpewfWOjM/c65JIRMLQ7hD8%3D&reserved=0">https://doi.org/10.1177/1042258717732958</a></li><li><a href="https://eur03.safelinks.protection.outlook.com/?url=https://www.agbiz.co.za/document/open/ifr-futures-of-employment-in-agriculture-2035&data=05%7c01%7c%7c0ea151021fdc475b326808db40c71ed4%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c638174996179285238%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=%2Bau8KrLeory1aBLK9dLuL%2Bim83WHewaqImGiKF%2B4nSk%3D&reserved=0">Futures of Agricultural Employment in South Africa: 2035</a>, Institute of Futures Research, Stellenbosch Business School, accessed April 2023.​<br></li></ul><p>​<br></p>
TLA Seminar: Infusing research-mindedness in a Psychology Honours modulehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9837TLA Seminar: Infusing research-mindedness in a Psychology Honours moduleDr Karin Cattell-Holden<p>​​​<br><strong>Division of Learning and Teaching Enhancement Seminar 1 of 4:  </strong><strong>16 March 2023</strong><br></p><p><strong>Speaker:  Prof. Ashraf Kagee (Department of Psychology, Faculty of Arts and Social Sciences) (TAU Fellow, 2021-2022)</strong><br> <strong>Topic:  Infusing research-mindedness in a Psychology Honours module</strong> </p><p style="text-align:justify;"> </p><p style="text-align:justify;">Having taught research methods modules to undergraduate and postgraduate Psychology students since 2003, Prof. Kagee is convinced that “it is not only <em>what</em> students know but <em>how</em> they come to know it". The research module in Psychology Honours that he teaches therefore brings into focus a reliance on an evidentiary base to support claims to truth in psychology. However, Prof. Kagee has encountered various barriers to teaching this module. </p><p style="text-align:justify;">Some psychology students do not understand the need to learn research methods; some are dismayed at having to take compulsory modules in research methods; for some, scientific thinking is inappropriately applied to psychology; there is sometimes scepticism about whether psychological experiences can and should be measured; and methodology and ideology are seen to coincide by some students and academics. </p><p style="text-align:justify;">As a participant in the 2021-2022 TAU (Teaching Advancement at University) Fellowship Programme, Prof. Kagee had to conceptualise, execute and evaluate a research project. The aim of his project was to recurriculate the Research Methods 771 module in Psychology Honours, developing an approach to teaching research methods that engages with the above-mentioned barriers and convinces students that research methods are integral to learning about psychology and can be interesting and fun. He related the module to the SU graduate attributes and also increased its social relevance, demonstrating that technical knowledge of research methods can be applied in the service of a greater social good. Prof. Kagee furthermore emphasized that research methods are not apolitical – like science, they are contextually embedded and influenced by history, power, and material conditions. </p><p style="text-align:justify;">In terms of teaching-learning-assessment methods, Prof. Kagee applied a flipped classroom approach and made the module more interactive, including student presentations and in-class discussions in his lectures. He used SUNLearn for PowerPoint presentations with voice-over to provide an overview of content, video clips to show how to conduct qualitative data analysis, and for sharing podcasts of issues that were discussed in class.</p><p style="text-align:justify;">Prof. Kagee evaluated the revised module by conducting interviews with ten current Honours students regarding their experiences of the module. Among the features of the module that the students rated highly were that their perspective of Research Methods had changed and that they had a better appreciation for research methodology than prior to the module. They also found an improvement in their critical thinking: they had learnt not to take claims at face value and appreciated that all claims need to be supported with empirical evidence. Students had also learnt the importance of acknowledging other perspectives and had realized that one's own viewpoint is not the only one. They furthermore benefitted from the collaborative learning environment: it was a respectful environment which allowed them to feel that they could interact without their views being judged.</p><p style="text-align:justify;">Regarding his own learning from the revised module, Prof. Kagee said that some students were uncomfortable with a change of topic in class and that good facilitation skills were required to ensure all students were heard, not only those with good oral English skills. He had to balance the needs of all students and ensure a maximum level of comprehension of the class material while encouraging students to ask questions, offer opinions, and engage in debate.</p><p style="text-align:justify;">Prof. Kagee's vision of the new module included integrating the SU graduate attributes to enable students to imagine a society characterised by egalitarianism, social cohesion, community safety, social justice, and political accountability. As intellectually skilled professionals produced by SU they should be prepared to assume the mantle of leadership in society, to administer institutions, manage businesses, flourish as entrepreneurs and make government departments function optimally. They should also form part of an educated and critical citizenry with critical thinking skills who can counter political opportunism, corruption, populism, and demagoguery in society.</p><p style="text-align:justify;">The Division of Learning and Teaching Enhancement acknowledges Prof. Kagee's contribution to the transformation of teaching-learning-assessment at SU and congratulates him on what he has achieved with the renewal of his module. It was a privilege to learn from his experiences during this session.</p><p style="text-align:justify;">A recording of the session can be viewed at <a href="https://stellenbosch-my.sharepoint.com/:v:/g/personal/hennieroux_sun_ac_za/EQLpSvDhYa9Iv5kHNSrfM0wBq3wL9SKE_NEzEmHj2lS-ww?e=LaI2Qx">DLTE-seminar 16 March 2023.mp4</a> . <br></p><p>​<br></p>
Auxin | Emeritus Professor Chrissie Boughey | Criticality and social justicehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9769Auxin | Emeritus Professor Chrissie Boughey | Criticality and social justiceSimbongile Ntwasa<p><br><strong>Title:  Criticality and social justice​</strong><br></p><p><strong>Presenter:  Emeritus Professor Chrissie Boughey</strong><br></p><p><strong><br></strong></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:925.333px;"><p><em>Chrissie Boughey has spent many years working in teaching and learning in higher education from a critical perspective aimed at promoting social justice. All her published work draws on critical social theory as do the many doctoral students she has supervised. With colleague Sioux McKenna, she is the author of a book Understanding higher education: Alternative perspectives, published by African Minds, which provides an analysis of teaching and learning in higher education since the late 1980s using critical social theory. ​</em><br></p></td></tr></tbody></table><p><strong>​</strong></p><p><strong>Blurb:</strong><br></p><p>For many years now, student performance data published by the CHE in the form of the VitalStats series of cohort analyses have shown the same persistent pattern: regardless of the subjects they are studying, the qualifications for which they are enrolled and the university at which they are registered, black South Africans fare less well than their white peers in our universities.  'Common sense' claims that it is the quality of schooling that causes this simply do not make sense for a host of reasons. Rather, reasons to account for the learning experiences of black students in our universities have to be found, inter alia, in the 'mismatch' between forms of knowledge, and the practices which emerge from them, privileged inside and outside the university.</p><p>The presentation makes a case for every academic teacher to think differently about the work they do if graduates are to be able to make a contribution to the social and economic development of our country. <br></p><p><strong></strong></p><p><strong>Recommened reading:</strong><br></p><p>Boughey, C. & McKenna, S. 2021. Understanding higher education: Alternative perspectives.  African Minds: Stellenbosch. https://www.africanminds.co.za/wp-content/uploads/2021/07/Understanding-Higher-Education-WEB-01072021.pdf <br></p><p>​<br></p><p><strong>Enquiries & RSVP:</strong></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:925.333px;"><p>Simbongile Ntwasa [sim@sun.ac.za]</p><p>Lucy Lucks [llucks@sun.ac.za]<br><br></p></td></tr></tbody></table><p>​<br></p>
SU Teaching Awards 2022https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9615SU Teaching Awards 2022Dr Karin Cattell-Holden<p style="text-align:justify;">​​The annual SU Teaching Awards acknowledge and reward outstanding teaching at the University. The awards are offered in three categories: <em>Leaderly Teaching Scholar</em>, <em>Scholarly Teacher</em> and <em>Teaching Collaboration</em>.*</p><p style="text-align:justify;">The 2022 Teaching Awards have been received by:</p><ol><li>Prof Faadiel Essop (Centre for Cardio-metabolic Research in Africa (CARMA), Division of Medical Physiology, BMRI, Faculty of Medicine and Health Sciences) (Category: <em>Leaderly Teaching Scholar</em>)</li><li>Prof Herman Kamper (Department of Electrical and Electronic Engineering, Faculty of Engineering) (Category: <em>Scholarly Teacher</em>)</li><li>Ms Mareli Rossouw (School of Accountancy, Faculty of Economic and Management Sciences) (Category: <em>Scholarly Teacher</em>)</li></ol><p style="text-align:justify;">No award was made in the category <em>Teaching Collaboration</em>.</p><p style="text-align:justify;"><strong>Prof Faadiel Essop</strong> is currently a professor in the Division of Medical Physiology (Faculty of Medicine and Health Sciences). He is also the Director (and co-founder) of the Centre for Cardio-metabolic Research Centre in Africa (CARMA) at Stellenbosch University. He is a Fulbright fellow, an NRF B2 rated researcher, and has a strong interest in two research fields: a) the effects of chronic stress on cardio-metabolic diseases onset and b) the development of HIV-related cardiovascular diseases. During 2021 he was awarded the Physiology Society of Southern Africa's prestigious Lifetime Career Achievement Award that “honors a well-established physiologist wh</p><p style="text-align:justify;"><span></span><span></span>o has proven their research excellence over a period of time". Prof. Essop received an SU Teaching Award in 2018 (in the category <em>Scholarly Teacher</em>) and became a Teaching Advancement at University (TAU) Fellow in 2022.</p><p style="text-align:justify;">Prof. Essop's <strong>teaching philosophy</strong> revolves around a student-centred approach that requires the implementation of innovative active learning practices. His philosophy also strongly emphasises authenticity, both in terms of what the lecturer brings into the classroom and the promotion of authentic learning for the real, complex world. Such a transformative experience enables students to become critical citizens and well-rounded professionals who display increased humaneness and empathy. These students are equipped to act as change agents when tackling contemporary (and future) health-related challenges.</p><p style="text-align:justify;"><strong>Prof Herman Kamper</strong> is Associate Professor and Postgraduate Coordinator in the Department of Electrical and Electronic Engineering, Faculty of Engineering. He is a Professional Engineer registered with the Engineering Council of South Africa (ECSA). Prof. Kamper is an NRF Y1 rated researcher. He was named the Faculty of Engineering's Upcoming Researcher of the Year in 2019 and received the IEEE ICASSP Outstanding Reviewer Award in 2022. He is the co-founder and organizer of the seminar series and discussion forum Maties Machine Learning (MML), 2017 to present.</p><p style="text-align:justify;">Prof Kamper's <strong>teaching philosophy</strong> aims at enabling students to grasp the threshold concepts in his course, and to learn the skills through which these concepts are applied to solve real problems. He accomplishes this by</p><p style="text-align:justify;">a) getting students excited so that they are motivated to engage with the subject matter,</p><p style="text-align:justify;">b) giving students the lay of the land, so that they have the bigger picture, and</p><p style="text-align:justify;">c) equipping students to build their own knowledge by showing them where to find and how to process the relevant resources.</p><p style="text-align:justify;"><strong>Ms Mareli Rossouw</strong> is a lecturer in Financial Accounting in the School of Accountancy, Faculty of Economic and Management Sciences. She is a member of the SAICA Community of Best Practice, Critical Thinking, and has been a SAICA ITC Marker since 2020. She has received four First-year Achievement Awards and was voted Online top lecturer (undergraduate category) by her students in 2020. She is a member of the EMS Faculty Readmission committee and has been serving as a Thuthuka lecturer mentor since 2013.</p><p style="text-align:justify;">Ms Rossouw's <strong>teaching philosophy</strong> is based on the drivers of trust, personal development, passion, and critical thinking. She believes that:</p><ul><li>learning will happen if students also believe in the journey and the authenticity of the content being taught – she feeds into this belief through trust;<br></li><li>students develop, personally and as learners, through teaching – she encourages further development through assessment;</li><li>teaching should motivate and encourage students in their learning – she tries to achieve this through her passion and enthusiasm; and</li><li>teaching should change the way students think about the work that they are learning – she aims to develop critical thinking in this regard. </li></ul><p style="text-align:justify;">The Centre for Teaching and Learning would like to congratulate these three lecturers on their achievement and their dedication to their teaching and their students' learning. They will receive their awards at a Teaching and Learning celebration on 2 March 2023.  </p><p style="text-align:justify;">For enquiries about the SU Teaching Awards, please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a>.</p><p style="text-align:justify;">On the photo above are (from left to right) Prof. Faadiel Essop, Ms Mareli Rossouw and Prof. Herman Kamper.</p><p style="text-align:justify;">*  The <strong><em>Scholarly Teacher</em></strong> <strong>award</strong> is open to teaching academics who are <em>reflective practitioners </em>and also: draw on educational literature to reflect on their teaching practice and professional growth, and move beyond personal reflection to observation and peer review of their teaching. (<em>Teaching and Learning Policy</em>, 2018:4-5)</p><p style="text-align:justify;">The <strong><em>Leaderly Teaching Scholar</em></strong> <strong>award</strong> is open to teaching academics who are scholarly teachers and also: contribute to the body of teaching and learning knowledge through publication, and provide leadership in the field of teaching practice institutionally, nationally and internationally. (<em>Teaching and Learning Policy</em>, 2018:5)</p><p style="text-align:justify;">The <strong><em>Teaching Collaboration</em></strong><strong> award</strong> is open to a group of two or more academics from the same department or different departments/faculties who have worked together over a sustained period to design, develop and deliver a module, programme or other teaching-related project, such as curriculum renewal. At the time of application, the module/programme/project must already have been in the implementation phase for a minimum of two years. ​</p>
Re-imagining assessment for a transformative student experience at the 2022 SU SoTL Conferencehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9565Re-imagining assessment for a transformative student experience at the 2022 SU SoTL ConferenceDr Anthea H M Jacobs<p style="text-align:start;"><span style="text-align:justify;">Conference delegates at the <span style="text-align:justify;">15</span><sup style="text-align:justify;">th</sup><span style="text-align:justify;"> SU SoTL Conference </span>were once again afforded the opportunity to attend engaging workshops, keynotes and presentations. The theme of this year's conference was “Assessment matters. Re-imagining assessment culture and practices for a transformative student experience". </span><br></p><p style="text-align:justify;">Every year the SoTL conference provides a platform where academics share and celebrate teaching and learning practices and research. It also aims to address all aspects of teaching and learning at the University in an open, supportive and intellectually stimulating atmosphere. Scholars and teachers from various faculties at SU have an opportunity to present their research, innovations and reflections, educate one another and inspire emerging scholars at the event, which is organised annually by the Division for Learning and Teaching Enhancement. This year, the conference took place in hybrid format, with face-to-face pre-conference workshops at the Devon Valley Hotel, and the rest of the conference presentations online on MS Teams. The conference was attended by 231 registered participants and 77 abstracts were submitted in different presentation tracks. </p><p style="text-align:justify;">In his conference opening address, Prof Deresh Ramjugernath, Deputy Vice-Chancellor, Learning and Teaching, referred to the need for SU as an institution to look past the notion of learning and teaching per se, but to actually talk about learning, teaching and assessment. Prof Ramjugernath suggested that perhaps the name of the conference be changed to the Scholarship of Learning, Teaching and Assessment Conference. Another key reference in Professor Ramjugernath's address was the notion of “a transformative student experience". In fact, as one of the strategic themes of the University, he emphasised that it is not just applicable to students, but also to teaching staff. It is a transformative journey for all involved in learning, teaching and assessment. </p><p style="text-align:justify;">One of the highlights of the conference this year was the keynote address by Prof Paul Ashwin, Professor of Higher Education and Head of the Department of Educational Research at Lancaster University in the UK. The topic of Prof Ashwin's keynote was “The role of assessment in a transformative university education". He suggested that stronger educational arguments be developed for the power of university education that explains why academic knowledge is powerful and who it enables students to become. He furthermore argued for ensuring that assessment is focused on evaluating students' engagement with powerful knowledge and their ability to use this knowledge in the world. </p><p style="text-align:justify;">Other highlights of the conference included a keynote panel and a closing panel. The topic of the closing panel was “Future of Assessment at SU: From fear of failing to joy of learning". The session was characterised by lively group discussions. During the keynote panel, on the topic of “How assessment practices can be changed to support a transformative student experience", conference delegates could listen to inputs from three different panellists, representing the international, national and institutional contexts. Prof Lan Yang from the Education University of Hong Kong spoke about the importance of feedback orientations of both students and lecturers. Prof Francois Cilliers from the University of Cape Town reminded conference delegates to be “active owner" of assessment instead of “passive receivers". The third panellist, Prof Richard Stevens from SU, shared initiatives to advance assessment practices in the Law Faculty.   </p><p style="text-align:justify;">The conference ended on a high note with the announcement of the best presentations. The following papers were adjudged the best in various categories:</p><ul><li>Research track: “Towards a framework for the development of teamwork skills in Accounting students by Riana Goosen & Gretha Steenkamp (School of Accountancy)</li><li>Innovation track: “Teaching identity construction in academic texts through modality and visuals" – by Taryn Bernard (FASS)</li><li>Delegates' Choice: “Bringing Africa into the classroom" – by Patricia Zweig (FASS – Research Alliance for Disaster and Risk Reduction)</li><li>Best PREDAC Poster (as voted by the conference delegates): “Procrastination is the thief of time" by Melissa Botha, Kerotse Kekana & Sabrina Matthee (EMS) </li></ul><p>All the conference sessions and presentations were recorded and are available in the<strong> </strong><a href="https://teams.microsoft.com/l/team/19:YfkBelNqDtdOSe19464CGImC9ywsSsAZnH78B8bP75M1%40thread.tacv2/conversations?groupId=f6673db9-c632-4523-b5de-609f9438b4fd&tenantId=a6fa3b03-0a3c-4258-8433-a120dffcd348" target="_blank"><span class="ms-rteThemeForeColor-9-5"><strong>SoTL 2022 Conference Team</strong></span></a>. Also <strong>v</strong><strong>isit the conference website</strong> at <a href="https://www0.sun.ac.za/sotl/" target="_blank"><span class="ms-rteThemeForeColor-9-5"><strong>https://www0.sun.ac.za/sotl/</strong></span></a> for more information about the conference programme and to access abstracts from all the presentations. ​<br></p><p>​<br></p>