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Auxin: Challenges of Transforming Curricula: Reflections by an interdisciplinary community of practicehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10625Auxin: Challenges of Transforming Curricula: Reflections by an interdisciplinary community of practiceSimbongile Ntwasa<p style="text-align:justify;"><strong style="color:#333333;text-align:center;background-color:#ffffff;font-family:raleway;font-size:17px;">You are invited to attend the fourth TLA (Teaching-Learning-Assessment) <strong style="color:#333333;text-align:center;background-color:#ffffff;font-family:raleway;">Auxin</strong> seminar of 2024, offered by the Centre for Teaching and Learning:</strong><br></p><p style="text-align:justify;"><strong style="color:#333333;text-align:center;background-color:#ffffff;font-family:raleway;font-size:17px;"><br></strong></p><p style="text-align:justify;"><span style="font-family:raleway;"><span class="ms-rteForeColor-1" style="font-size:16px;"><strong style="">Topic:</strong> </span><span style="color:#000000;font-size:medium;">Challenges of Transforming Curricula: Reflections by an interdisciplinary community of practice</span><br></span></p><p style="text-align:justify;"><span style="color:#000000;font-size:medium;font-family:raleway;"><strong class="ms-rteForeColor-1" style="">Speakers:</strong> <span style="color:#000000;font-size:medium;">Dr. Ruenda Loots, Dr. Jerome Joorst, Dr. Jennifer Feldman, Dr. Gerda Dullart, Dr. Anthea Jacobs, Dr. Jean Farmer, Mr Simbongile Ntwasa</span></span></p><p style="text-align:justify;"><span style="color:#000000;font-size:medium;font-family:raleway;"><span style="color:#000000;font-size:medium;"></span><strong class="ms-rteForeColor-1" style="">Date:</strong> 21 May 2024</span></p><p style="text-align:justify;"><span style="color:#000000;font-size:medium;font-family:raleway;"><strong><span class="ms-rteForeColor-1" style="">Time</span>:</strong> 13:00 - 14:00</span></p><p style="text-align:justify;"><span style="color:#000000;font-family:raleway;font-size:medium;"><strong class="ms-rteForeColor-1" style="">Place:</strong> online via MS Teams <span class="ui-provider a b c d e f g h i j k l m n o p q r s t u v w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><a aria-label="Link Click here to join the meeting" href="https://teams.microsoft.com/l/meetup-join/19:meeting_NWQwNmU2NWMtZTI0YS00YjJhLWJhZmEtNWIwYWRiN2FiNDQ2%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%22e5bb7e33-5499-4a9a-8937-00bc87e0a72d%22%7d" rel="noreferrer noopener" target="_blank" class="fui-Link ___1rxvrpe f2hkw1w f3rmtva f1ewtqcl fyind8e f1k6fduh f1w7gpdv fk6fouc fjoy568 figsok6 f1hu3pq6 f11qmguv f19f4twv f1tyq0we f1g0x7ka fhxju0i f1qch9an f1cnd47f fqv5qza f1vmzxwi f1o700av f13mvf36 f1cmlufx f9n3di6 f1ids18y f1tx3yz7 f1deo86v f1eh06m1 f1iescvh fhgqx19 f1olyrje f1p93eir f1nev41a f1h8hb77 f1lqvz6u f10aw75t fsle3fq f17ae5zn" title="https://teams.microsoft.com/l/meetup-join/19%3ameeting_nwqwnmu2nwmtzti0ys00yjjhlwjhzmetnwiwywrin2findq2%40thread.v2/0?context=%7b%22tid%22%3a%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22oid%22%3a%22e5bb7e33-5499-4a9a-8937-00bc87e0a72d%22%7d">Click here to join the meeting</a></span>​</span></p><p style="text-align:justify;"><br></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:16px;"><strong>Summary of Auxin</strong></span><br></p><p style="text-align:justify;">​<span style="color:#000000;font-size:medium;font-family:raleway;">Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary Community of Practice. Our conversations grappled with the lack of curricular transformation at Stellenbosch University, despite its aspirational transformation plan. We argue that difficult interdisciplinary conversations are key to interrupting our teaching practices and are crucial in the decolonising process. These conversations must be ongoing and enduring, because through sharing our stories we support agents of curriculum transformation in our different contexts. Our conceptual conversations explored various theories about decoloniality, and here we employ ubuntu pedagogy, as well as the concepts of redistribution, recognition and representation from social justice theory. We harness the collaborative energy of an interdisciplinary Community of Practice, with its associated storytelling, reading, writing and reflecting to harness the diversity of personal and disciplinary perspectives. We include some reflective vignettes to illustrate our process. The relevance of this study, beyond our contexts, arises from a gap in the decolonising process, from its theory to its practice. We argue that even a good institutional transformation plan will not guarantee the decoloniality of curricula. More is needed. Systemic change is needed, and difficult interdisciplinary conversations are part of this process. There must be recognition and representation of marginalised voices and specific context-related redistribution of curricula, so that transformation plans and theories can take effect.</span></p><p style="text-align:justify;"><span style="color:#000000;font-size:medium;font-family:raleway;"><br></span></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:16px;"><strong>Biography of speakers</strong></span></p><ol style="text-align:justify;"><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Gerda Dullart is a Manager in Learning & Teaching at the Faculty of Medicine Health & Sciences.</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Jean L. Farmer is a Programme Manager at the Transformation Office.</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Jennifer Feldman is a Senior Lecturer at the Faculty of Education: Education Policy Studies.</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Anthea Jacobs is a Senior Advisor at the Centre for Teaching & Learning.</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Jerome Joorst is a Lecturer at the Faculty of Education: Education Policy Studies</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Dr. Ruenda Loots is a Lecturer & Head of the Diploma in Sustainable Development: School of Public Leadership</span></li><li><span style="font-family:raleway;font-size:16px;background-color:transparent;">Mr. Simbongile Ntwasa is an Advisor at the Centre for Teaching & Learning</span></li></ol><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;background-color:transparent;"></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;background-color:transparent;"></span></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:16px;"><strong><br></strong></span></p><p style="text-align:justify;"><span style="color:#000000;font-size:medium;font-family:raleway;"></span>​<br></p>
TLA Seminar: The classroom as an assemblage of placeshttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10589TLA Seminar: The classroom as an assemblage of placesDr Karin Cattell-Holden<p></p><p style="text-align:center;"><strong style="font-family:raleway;font-size:14px;">You are invited to attend the second quarterly TLA (Teaching-Learning-Assessment) seminar of 2024, offered by the Division for Learning and Teaching Enhancement: </strong></p><p> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteForeColor-1" style=""><span style="">Speaker</span></strong><strong class="ms-rteForeColor-1" style="">:</strong><span class="ms-rteForeColor-1" style=""> </span> Dr Taryn Bernard (Extended Curriculum Programme [ECP], Faculty of Arts and Social Sciences) (SU Teaching Fellow)</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteForeColor-1" style="">Topic:</strong>  The classroom as an assemblage of places </span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteForeColor-1" style=""><span style="">Date:</span> </strong> 16 May 2024</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteForeColor-1" style="">Time:</strong>  13:00-14:00</span></p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Place</strong><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">:</strong><span style="font-family:raleway;font-size:14px;">  MS Teams: </span><a href="https://teams.microsoft.com/l/meetup-join/19:meeting_ZTg3M2QyYTMtMzMzNy00OWY5LWI5NTctNjI3ZDRlNGIwOGMw%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%229aea225e-2694-4b85-a41e-2a62fdb3040f%22%7d" style="text-decoration:underline;"><span style="font-family:raleway;font-size:14px;">Click here to join the meeting</span></a><span style="font-family:raleway;font-size:14px;"> </span></p><p style="text-align:justify;"> </p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Summary of seminar</strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Gulsen and Symes (2007:97) point out that educational theory “takes its cues from other disciplines" and that educationalists tend to be followers of broad epistemological “turns" rather than initiating them. In this paper I acknowledge the decolonial turn in South African Higher Education (HE) contexts while, at the same time, I draw on the work of critical geographers like Harvey (1996) and Massey (2005) and ideas emanating from the “spatial turn" – a turn which HE practitioners in South Africa have not (yet) taken up in a systematic way. By drawing on three years of visual, ethnographic data that I collected from a group of multilingual students at Stellenbosch University, I highlight how attention to 'space' and spatial theory contributes to nuanced and sophisticated understandings of diversity, access, inclusion, and exclusion. Examining Stellenbosch from a spatial perspective is not about creating new problems; rather, it is about providing explanatory frameworks that can disrupt what we think we know, and, in the process, put forward new possibilities for teaching, learning and assessment. My talk takes the form of a critical self-reflection in which I contemplate the process of “becoming an ethnographer". As I do this, I weave my data together with theory and, at the end, I ground my theoretical reflections in concrete examples of how attention to 'space' has changed my pedagogical practices.  </span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Biography of speaker</strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Dr Taryn Bernard is a senior lecturer in the Faculty of Arts and Social Sciences. She has a PhD in (critical) applied linguistics and her research has always been focused on critiquing dominant institutional discourses and discursive representations. She currently holds a Teaching Fellowship for a longitudinal, visual ethnographic study that explores the identities, language ideologies and the language and literacy practices (“the linguistic repertoires") of a group of multilingual students as they navigate their way through Stellenbosch University.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">References</strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Gulson, K.N. & Symes, C. (2007) Knowing one's place: space, theory, education. <em>Critical Studies in Education</em>, 48(1): 97-110. DOI: 10.1080/17508480601123750</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Harvey, D. (1996) From space to place and back again. In: Bird, J., Curtis, B., Putnam, T. & Tickner, L. (eds.). <em>Mapping the future: Local cultures, global change</em>. London: Routledge. Pp. 3-29.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Massey, D. (2005) <em>For space</em>. London: Sage.</span></p><p style="text-align:justify;"> <br></p><p style="text-align:justify;"><br></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">More information is available from Dr Karin Cattell-Holden at </span><a href="mailto:kcattell@sun.ac.za"><span style="font-family:raleway;font-size:14px;">kcattell@sun.ac.za</span></a><span style="font-family:raleway;font-size:14px;"> .</span><br><br></p><p>​<br></p>
Student feedback: The research possibilitieshttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10566Student feedback: The research possibilitiesSimbongile Ntwasa<p style="text-align:justify;"><span style="font-size:14px;">​</span><span style="font-family:raleway;font-size:14px;">Student feedback at SU is a process through which significant amounts of information is collected on various matters related to students' learning experiences. In order for this information to drive and inform change, it needs to be analyzed. What are the analytical possibilities for this data? This session focusses on the research opportunities for student feedback. In particular a distinction is made between student feedback as the object of research and student feedback as a data instrument for research. The purpose of the session is to encourage academics to undertake student feedback research. </span><br></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Gert Young is a senior advisor in Stellenbosch University's (SU) Centre for Teaching and Learning (CTL). His research interests as an academic developer include academic development identities, academic development work as an intergroup practice, and research methodologies for academic development. He has been involved in reviewing and co-editing academic work which includes the SU Centre for Teaching & Learning's latest book titled “Academic Development and its Practitioners: A View from the Inside". He is currently a co-editor for the International Journal for Academic Development (IJAD).<br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteThemeForeColor-2-5" style="">When:</strong> 23 April 2024</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteThemeForeColor-2-5" style="">Time:</strong> 12:45 to 13:45 RSA time</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteThemeForeColor-2-5" style="">Where: </strong>MS Teams - </span></p><div class="OutlineElement Ltr SCXW29266911 BCX8" 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sans-serif;"><span class="NormalTextRun SCXW29266911 BCX8" data-ccp-charstyle="Hyperlink" style="margin:0px;padding:0px;">Click here to join the meeting</span></span></a><span data-contrast="none" lang="EN-ZA" class="TextRun EmptyTextRun SCXW29266911 BCX8" style="margin:0px;padding:0px;color:#252424;font-size:13.5pt;line-height:24px;font-family:"segoe ui", "segoe ui_embeddedfont", "segoe ui_msfontservice", sans-serif;"></span><span class="EOP SCXW29266911 BCX8" data-ccp-props="{"201341983":0,"335557856":16777215,"335559739":0,"335559740":240}" style="margin:0px;padding:0px;font-size:13.5pt;line-height:24px;font-family:"segoe ui", "segoe ui_embeddedfont", "segoe ui_msfontservice", sans-serif;color:#252424;"> </span></p></div><div class="OutlineElement Ltr SCXW29266911 BCX8" style="margin:0px;padding:0px;clear:both;cursor:text;overflow:visible;direction:ltr;color:#000000;font-family:"segoe ui", "segoe ui web", arial, verdana, sans-serif;font-size:12px;background-color:#ffffff;"><p class="Paragraph SCXW29266911 BCX8" style="margin-bottom:0px;padding:0px;vertical-align:baseline;color:windowtext;"><span data-contrast="none" lang="EN-ZA" class="TextRun SCXW29266911 BCX8" style="margin:0px;padding:0px;color:#252424;font-size:10.5pt;line-height:19px;font-family:raleway;">Meeting ID: </span><span data-contrast="none" lang="EN-ZA" class="TextRun SCXW29266911 BCX8" style="margin:0px;padding:0px;color:#252424;font-size:11pt;line-height:20px;font-family:raleway;">355 372 101 046</span><span class="LineBreakBlob BlobObject DragDrop SCXW29266911 BCX8" style="margin:0px;padding:0px;font-size:10.5pt;line-height:19px;color:#252424;font-family:raleway;"><span class="SCXW29266911 BCX8" style="margin:0px;padding:0px;text-wrap:nowrap !important;font-family:raleway;"> </span><br class="SCXW29266911 BCX8" style="margin:0px;padding:0px;text-wrap:nowrap !important;"></span><span data-contrast="none" lang="EN-ZA" class="TextRun SCXW29266911 BCX8" style="margin:0px;padding:0px;color:#252424;font-size:10.5pt;line-height:19px;font-family:raleway;">Passcode: </span><span data-contrast="none" lang="EN-ZA" class="TextRun SCXW29266911 BCX8" style="margin:0px;padding:0px;color:#252424;font-size:11pt;line-height:20px;font-family:raleway;">F97UDv</span><span class="EOP SCXW29266911 BCX8" data-ccp-props="{"201341983":0,"335557856":16777215,"335559739":0,"335559740":240}" style="margin:0px;padding:0px;font-size:11pt;line-height:20px;font-family:"inherit", inherit_embeddedfont, inherit_msfontservice, sans-serif;color:#252424;"> </span></p><p class="Paragraph SCXW29266911 BCX8" style="margin-bottom:0px;padding:0px;vertical-align:baseline;color:windowtext;"><span class="EOP SCXW29266911 BCX8" data-ccp-props="{"201341983":0,"335557856":16777215,"335559739":0,"335559740":240}" style="margin:0px;padding:0px;font-size:11pt;line-height:20px;font-family:"inherit", inherit_embeddedfont, inherit_msfontservice, sans-serif;color:#252424;"><br></span></p><p class="Paragraph SCXW29266911 BCX8" style="margin-bottom:0px;padding:0px;vertical-align:baseline;color:windowtext;"><span class="EOP SCXW29266911 BCX8" data-ccp-props="{"201341983":0,"335557856":16777215,"335559739":0,"335559740":240}" style="margin:0px;padding:0px;font-size:11pt;line-height:20px;font-family:"inherit", inherit_embeddedfont, inherit_msfontservice, sans-serif;color:#252424;"><br></span></p><p class="Paragraph SCXW29266911 BCX8" style="margin-bottom:0px;padding:0px;vertical-align:baseline;color:windowtext;"><span class="EOP SCXW29266911 BCX8" data-ccp-props="{"201341983":0,"335557856":16777215,"335559739":0,"335559740":240}" style="margin:0px;padding:0px;line-height:20px;color:#252424;font-family:raleway;font-size:14px;">For more information about the Auxins please contact Mr Simbongile Ntwasa (sim@sun.ac.za)</span></p></div>
ELSABÉ DANEEL COMMUNICATION WORKSHOPShttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10565ELSABÉ DANEEL COMMUNICATION WORKSHOPSClaudia Swart-Jansen van Vuuren<p></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Elsabé Daneel is a well-known television presenter and television and movie actress who 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.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">As communication and media strategist, she conducts communication workshops 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.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Elsabé will offer three communication workshops for Stellenbosch University <span style="text-decoration:underline;"><strong>academic (lecturing)</strong></span> staff during 2024.  </span></p><p style="text-align:justify;"><strong style="font-family:raleway;font-size:14px;">Participants can look forward to the following during the workshop:</strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·          Grasping communication jargon</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Discovering the ABC of the communication process</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·    Evaluating your strong and weaker points as a communicator</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Making communication models work for you</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·     Sussing out the technicalities that influence the communication process</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Recognising the role of personal style</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Thriving on body language</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Experimenting with vocalics</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Indulging in relaxation techniques that work</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Packaging your verbal message</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Establishing rapport</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            The dynamics of communication</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> ·            Tips for highly effective communicators</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> <br></span></p><p style="text-align:justify;"><strong style="font-family:raleway;font-size:14px;"><em>When:</em></strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> 19 July</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> 12 September</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> 8 November</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><em style="font-family:raleway;font-size:14px;"><strong>Time:</strong></em></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> 13:00 to 17:00</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> <strong><em> </em></strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> <strong><em>Where:</em></strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> Den Bosch, 39 Victoria Street (opposite Skuilhoek and behind the Conservatoire)</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> <strong> </strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"> <strong>There are only 10 places available per workshop.</strong></span></p><p style="text-align:justify;"><em style="font-family:raleway;font-size:14px;">Please contact Claudia Swart (</em><a href="mailto:claudias2@sun.ac.za"><span style="font-family:raleway;font-size:14px;">claudias2@sun.ac.za</span></a><em style="font-family:raleway;font-size:14px;">) for more information and to book your seat!</em></p><p>​<br></p>
SU Lecturers Selected for National Teaching Fellowshipshttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10563SU Lecturers Selected for National Teaching FellowshipsDr Karin Cattell-Holden<p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong>The Teaching Advancement at Universities (TAU) Fellowships Programme </strong>seeks to build a cadre of teaching fellows in a wide range of disciplines over a 19-month programme, involving block week contact sessions, individual projects in own teaching and learning settings, collaborative projects and reflective reports. Participants are drawn from all South African universities.</span></p><p style="text-align:justify;"><strong style="font-family:raleway;font-size:14px;">Two SU lecturers have been selected for the 2024-2025 TAU Programme. </strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong>Prof. Elize Archer</strong> is an Associate Professor in Health Professions Education (HPE) at the Faculty of Medicine and Health Sciences. Her roles in the Centre for Health Professions Education are overseeing the teaching-learning-assessment that takes place in the Simulation and Clinical Skills Unit, lecturing and supervising students in the Masters in HPE programme, and professional learning for lecturers in the FMHS. She has also supervised PhD students in HPE. Prof. Archer is currently the President of the Southern African Association of Health Educationalists (SAAHE).  </span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Some of Prof. Archer's current research projects are focused on assessment and the teaching and learning of empathy and communication skills. For the TAU fellowship she will be working on developing interactive and hybrid courses for lecturers' professional learning. </span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong>Dr Shantal Windvogel</strong> is a senior lecturer in the Division of Medical Physiology at the Faculty of Medicine and Health Sciences, where she lectures medical physiology to medicine and health sciences students. She is a research supervisor to Honours, Masters and doctoral students and module convenor for undergraduate physiology modules. Her research focus areas include the effects of nicotine exposure, indigenous plants, antioxidants, lung development, and the investigation of cardiovascular disease risk factors. In addition, she is involved in driving active citizenship of staff and students and transformative learning, through social impact initiatives such as Open Doors to Future Possibilities.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">For more information about the TAU Fellowships Programme please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a> .<br></span></p><p> <br></p><p><br></p>
SU Teaching Fellowships 2024https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10535SU Teaching Fellowships 2024Karin Cattell-Holden<p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">​<span style="color:#000000;">The SU Teaching Fellowships offer eminent academics with a track record of involvement with teaching-learning-assessment (TLA) and the Scholarship of Teaching and Learning support and opportunities over one to three years to enhance and share their TLA expertise at the departmental, faculty and institutional level. </span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;"><br></span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;">The University has awarded 22 fellowships since the inception of the project in 2009. In 2024 another new Fellow, Dr Mariette Volschenk, has joined the current cohort of Prof. Deborah Blaine (Faculty of Engineering), Dr Taryn Bernard (Faculty of Arts and Social Sciences), Dr Marnel Mouton (Faculty of Science) and Prof. Nicola Plastow (Faculty of Medicine and Health Sciences). </span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;"><br></span></span></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;"><strong style="">Dr Mariette Volschenk </strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;">Dr Volschenk is a Senior Lecturer in the Centre for Health Professions Education (CHPE) in the Faculty of Medicine and Health Sciences. She was appointed programme leader of the MPhil in HPE (MHPE) in 2023. Her doctoral studies indicated that many students may be unprepared for the challenges posed by master’s-level studies in HPE. The design of the SU MHPE as a hybrid learning interprofessional coursework programme deepens these challenges. Dr Volschenk realised the necessity for a more profound understanding of mastersness within the MHPE programme context, including strategies for professional socialization, innovative pedagogical and supervisory approaches, and virtual student support structures aimed at advancing the mastersness trajectories of MHPE candidates (Volschenk, 2021). </span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;">The overarching aim of Dr Volschenk’s teaching fellowship is to investigate and advance the cultivation of mastersness in the MHPE at SU. The primary focus is to facilitate wider access, enhance readiness for the transition to master’s-level studies, foster academic success among master's candidates, and catalyze their subsequent career trajectories as educational scholars and leaders in HPE. </span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;">The study intends to enhance SU’s responsiveness to national throughput and retention rates for postgraduate taught students. It should provide the university with a nuanced understanding of the dimensions of mastersness and the requisite skills for achieving academic success at this postgraduate level within HE. It is envisaged that some of the findings and ensuing interventions may potentially be transferable to other coursework master’s programmes offered in hybrid learning mode at SU as well as comparable MHPE programmes globally. Furthermore, this teaching fellowship will explore avenues for acquiring, strengthening, and sustaining the competencies of academic staff to facilitate the cultivation of mastersness in MHPE candidates. </span></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><span style="color:#000000;">We wish Dr Volschenk every success with her fellowship.</span></span></p><p style="text-align:justify;"><span style="color:#000000;font-family:raleway;font-size:14px;"><br></span></p><p style="text-align:justify;"><span style="color:#000000;font-family:raleway;font-size:14px;"></span><font color="#000000" face="times new roman" size="3"><span style="color:#000000;font-family:raleway;font-size:14px;">For more information about the Teaching Fellowships, please contact Dr Karin Cattell-Holden at kcattell@sun.ac.za.</span><br></font><br></p>
Announcement: Finlo project proposals 2024 https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10538Announcement: Finlo project proposals 2024 Anthea H M Jacobs<p>​​<br><br></p><div style="text-align:justify;"><span class="ui-provider a b c d e f g h i j k l m n o p q r s t u v w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><p style="margin-bottom:0px;margin-left:40px;"><span style="font-family:raleway;font-size:14px;"><strong>Fund for Innovation and Research in Learning and Teaching (Finlo) will not be accepting project proposals for the year 2024</strong><br></span></p><p style="margin-bottom:0px;margin-left:40px;"><span style="font-family:raleway;font-size:14px;"><br></span></p><p style="margin-bottom:0px;margin-left:40px;"><span style="font-family:raleway;font-size:14px;">Since its inception in 2005, the Fund for Innovation and Research in Learning and Teaching (Finlo) has played a pivotal role in advancing teaching, learning and assessment (TLA) for lecturers and students at SU through funding small-scale TLA projects focused on either innovation or research.</span></p><p style="margin-bottom:0px;margin-left:40px;"> <br></p><p style="margin-bottom:0px;margin-left:40px;"><span style="font-family:raleway;font-size:14px;">In line with Stellenbosch University’s commitment to good governance, transparency, and accountability, we believe it is important to assess the impact and effectiveness of Finlo. This is all the more important in the context of institutional financial constraints. With this in mind, the decision was made not to accept Finlo project proposals during 2024. Instead, an evaluation of the impact of the fund in relation to its own objectives and SU’s game changers in the teaching and learning core function will be undertaken.</span></p><p style="margin-bottom:0px;margin-left:40px;"> </p><p style="margin-bottom:0px;margin-left:40px;"><span style="font-family:raleway;font-size:14px;">Recipients of Finlo funding over the years will receive email communication requesting their assistance with submitting information for all projects as a first phase of the evaluation study. <br></span></p><p style="margin-bottom:0px;margin-left:40px;"><br style="font-family:raleway;font-size:14px;"></p><p style="margin-bottom:0px;margin-left:40px;"><span class="ui-provider a b c d e f g h i j k l m n o p q r s t u v w x y z ab ac ae af ag ah ai aj ak" dir="ltr" style="font-family:raleway;font-size:14px;">We value all stakeholders’ understanding and ongoing support as we work together to enhance TLA across our institution.</span><br></p></span></div><p><br><br></p>
"Champions" in SU Teaching-Learning-Assessment (TLA) Recognised at TLA Celebrationhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10509"Champions" in SU Teaching-Learning-Assessment (TLA) Recognised at TLA CelebrationAnthea HM Jacobs<p>​</p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">A diverse cohort of academics from Stellenbosch University (SU) took center stage at the Teaching-Learning-Assessment (TLA) Celebration, held at STIAS on March 5th, 2024. <br></span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">Addressing the attendees, Deputy Vice-Chancellor for Learning and Teaching, Prof. Deresh Ramjugernath, extended his congratulations to SU's TLA "champions" and lauded their unwavering dedication to TLA. Prof. Ramjugernath underscored the significance of excellence in TLA for SU to realise its ambition of becoming Africa's premier research-intensive university. He emphasised that exemplary TLA practices are not only fundamental for academic achievement but also lay a solid groundwork for impactful research endeavors.</span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">Furthermore, Prof. Ramjugernath highlighted SU's consistently high overall undergraduate academic success rates, positioning SU graduates as highly sought-after professionals in the global job market. He reiterated SU's commitment to sustaining this reputation by prioritising student success through continued support and enhancement of TLA experiences.</span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">The TLA Celebration aimed to honour the invaluable contributions of academics who demonstrate leadership in TLA within their respective faculties and throughout the institution, thus advancing the scholarly discourse on TLA at SU. Recognising and rewarding academic excellence in TLA is envisioned to cultivate better pedagogical practices, ultimately fostering responsible critical thinking, problem-solving skills, and creativity among students.</span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">Additionally, the TLA Celebration provided an opportunity to commend the professional development achievements of staff members who participated in various TLA-related opportunities offered by the Division for Learning and Teaching Enhancement, including:</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;"><br></span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· SU Teaching Awards winners 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· SU Teaching Fellows 2023/2024</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· SU TAU (Teaching Advancement at University) Fellows 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Scholarship of Teaching and Learning – SoTL Conference 2023 prize winners</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Fund for Innovation and Research in Learning and Teaching - Finlo grant recipients 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Scholarship of Educational Leadership – SoEL short course participants 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Scholarship of Teaching and Learning – SoTL short course participants 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Assessment short course participants 2023<br></span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· PREDAC short course participants 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· Blended Learning short course participants of 2023</span></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">· AI in TLA short course participants</span></p><p style="color:#000000;"></p><p style="color:#000000;text-align:justify;"><span style="font-family:raleway;font-size:18px;">The event proved to be an inspiring occasion, marked by genuine moments of pride and celebration.​<br></span></p><p style="text-align:justify;">​<br></p>
DLTE TLA Seminar 14 March 2024https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10473DLTE TLA Seminar 14 March 2024Dr Karin Cattell-Holden<p style="text-align:justify;"><strong></strong><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Speaker</strong><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">:</strong><span style="font-family:raleway;font-size:14px;"> Prof. Susan van Schalkwyk (Director: Centre for Health Professions Education (CHPE), Faculty of Medicine and Health Sciences) (SU Teaching Fellow)</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Topic:</strong> Models of doctoral supervision in health professions education: process and power </span></p><p style="text-align:justify;"><span style="font-size:14px;"> <br></span></p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">Summary of seminar</strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Doctoral studies are about pushing the boundaries of what is known with the intention of making a knowledge contribution to the field within which such studies are undertaken. Knowledge that is seen to be valued by those who are held in high regard in the field is inherently powerful, directing the science and informing the canon. The pursuit of such knowledge is central to doctoral endeavour characterized by a process of 'being and becoming' as the student transitions into a chosen disciplinary community—a community that is defined by a set of norms and values that have been developed over time and by what constitutes knowledge within it. The notion of border crossing provides a lens through which the transition can be explored. Doctoral writing, for example, represents a specific border that students must negotiate as they seek to inscribe the body of work emerging from their academic endeavours, and ultimately become powerful writers (Van Schalkwyk & Jacobs, 2021). The process of supervision is central to the doctoral journey and seeks to facilitate this negotiation, while still maintaining the integrity of the disciplinary canon. This raises questions about the nature of that supervision, the way it is organised, and how it is practiced. ​<br></span></p><p style="text-align:justify;"><br class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;"></p><p><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;"><span>​</span><strong>Biography of speaker</strong></span></p><p><strong style="font-family:raleway;font-size:14px;"></strong></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Prof. Van Schalkwyk described insights gleaned from her work on doctoral supervision, which, amongst others, explored the experience of being supervised, or supervising others, during a series of interviews (some online) with 23 doctoral candidates and 10 supervisors across 10 countries. She shared the ever-evolving nature of the supervisory relationship, including drivers for new models and approaches. This work has implications for opening up conversations about doctoral supervision, revisiting the approaches we adopt, and critically engaging with notions of knowledge and power. </span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;">Prof. Van Schalkwyk's presentation represented the findings of her Teaching Fellowship research project</span>.<br></p><p style="text-align:justify;"> <br></p><p><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:14px;">References</strong></p><ul><li><span style="font-family:raleway;font-size:14px;">McKenna, S; Van Schalkwyk, S. (2023). A scoping review of the changing landscape of doctoral education. </span><em style="font-family:raleway;font-size:14px;">COMPARE. </em><a href="https://doi.org/10.1080/03057925.2023.2168121"><span style="font-family:raleway;font-size:14px;">https://doi.org/10.1080/03057925.2023.2168121</span></a><span style="font-family:raleway;font-size:14px;"> </span></li><li><span style="font-size:14px;"><span style="font-family:raleway;">Van Schalkwyk, S; Jacobs, C. (2021). Borders and tensions in Doctoral Writing. In: Badenhorst C; Amell and B & Burford J. (eds). </span><em style="font-family:raleway;">Re-imagining doctoral writing.</em><span style="font-family:raleway;"> WAC Clearing House: Colorado. ​</span><br></span></li></ul><p><br></p><p><span style="font-family:raleway;font-size:14px;">Please refer to the presentation slides for further references or contact Prof. Van Schalkwyk directly.</span><br></p>
PREDAC 2024https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10453PREDAC 2024Claudia Swart<p>​​</p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">This year's </span><a href="/english/learning-teaching/ctl/PREDAC/predac" style="text-decoration:underline;"><strong class="ms-rteForeColor-1" style="font-family:raleway;font-size:16px;">PREDAC</strong></a><span style="font-family:raleway;font-size:16px;"> (Professional Educational Development for Academics) programme kicked off on 29 January at Devonvale Hotel and Golf Estate.</span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">62 participants from 9 faculties and 1 centre enrolled for the programme.</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;"> <br></span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">Based on the feedback from the 2023 cohort, the contact sessions were moved to take place before classes start.  This allows participants the flexibility to determine when, during the year, they would like to complete the learning activities and assessments.</span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">The first contact session took place from 29 – 31 January 2024.  During the three days participants engaged with all the elements of the DeLTA framework.  The DeLTA framework (see image) guides academics through the iterative and cyclical process of designing, facilitating and reflecting on TLA at SU to promote a transformative student learning experience in service of society. </span></p><p style="text-align:justify;"> <br></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">The three-day contact session is designed so that participants can experience various ways to facilitate learning.  Participants reflected on these experiences and chose what to apply in their own TLA contexts. Participants engaged with the T&L Policy during various learning activities to familiarize themselves with how the policy can guide their TLA practices. Participants are guided towards becoming reflective practitioners who think deliberately and critically about their TLA practices and systematically review and document their professional growth.</span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">PREDAC consist of 5 phases and culminates in a poster presentation at the </span><a href="/english/learning-teaching/ctl/Pages/SoTL-Conference.aspx" style="text-decoration:underline;"><span class="ms-rteForeColor-1" style="text-decoration:underline;font-family:raleway;font-size:16px;"><strong>Scholarship of Teaching and Learning (SoTL) conference</strong></span></a><span class="ms-rteForeColor-1" style="text-decoration:underline;font-family:raleway;font-size:16px;"><strong>.</strong></span><span style="font-family:raleway;font-size:16px;">  During the next phase of PREDAC participants determine their own pace for their learning by completing several milestones.</span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:16px;">The next contact session will take place on 7 June at STIAS.  The focus of the session will be Reflection.​<br></span></p><p>​<br></p>