Centre for Teaching and Learning
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Prof Susan van Schalkwyk awarded the CHE/HELTASA National Excellence in T&L awardhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5990Prof Susan van Schalkwyk awarded the CHE/HELTASA National Excellence in T&L awardJean Farmer<p>We would like to congratulate <strong>Professor Susan van Schalkwyk</strong> (PhD) for being awarded the CHE/HELTASA  National  Excellence  in  Teaching  and  Learning  Award 2018.<br>Susan van Schalkwyk, M Phil, PhD., is Professor in Health Professions Education and Director of the Centre for Health Professions Education in the Faculty of Medicine and Health Sciences where she is involved in the supervision of Master's and PhD students, and faculty development. Her research interests include teaching and learning in the health professions, with a specific focus on postgraduate studies and academic writing. She is active in health professions education, both nationally and internationally, and is currently a member of the AMEE (Association of Medical Educationalists) Research Committee, on the editorial board of <em>MedEdPublish</em>, and an associate editor for <em>The Clinical Teacher</em>. She is a founding member of the Bellagio Global Health Education Initiative, an interdisciplinary, multinational effort to advance global health education worldwide and serves on the AMEE <em>Aspire to Excellence</em> international board. She is a C-rated NRF researcher and has authored or co-authored more than 60 peer-reviewed articles and books chapters.</p>
Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5957Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity Anthea Jacobs<p style="text-align:justify;"><strong>​CTL AUXIN SESSION, 25 SEPTEMBER 2018</strong></p><p style="text-align:justify;"><strong>held at Den Bosch, from 12h45 – 13h45</strong></p><p style="text-align:justify;">Dr Anita Jonker, who coordinates the four interdisciplinary modules in the EDP support subject, Introduction to the Humanities, in the Faculty of Arts and Social Sciences, was the presenter at the AUXIN session on the 25<sup>th</sup> of September 2018. The topic of Dr Jonker's presentation was “Interdisciplinary curriculum design: a case study from a module on gender, culture and religious diversity as part of the EDP support subject Introduction to the Humanities".</p><p style="text-align:justify;">She explained how the module is designed to instil a broader worldview in multilingual students from diverse cultural and religious backgrounds. Guest lecturers from different faculties were invited to, amongst others, speak to students about gender concepts that are essential to understand in any critical discussion on the human dignity, and also to introduce students to the main religious traditions and the potential of intrareligious, interreligious and secular dialogue to resolve local and international conflict peacefully. Students were free to engage in these lectures through discussions in the language of their preference, so that their contributions could form part of the curriculum content, at the same time acknowledging their multilingual identities. Other forms of student engagement included tutorials, readings and out-of-class excursions, like for example a visit to a mosque.</p><p style="text-align:justify;">During her presentation, Dr Jonker highlighted the following points of feedback from the students: they appreciated the way lecturers unpacked different concepts; students enjoyed the interaction during class discussions; they found the tutorials stimulating; the guest lecturers and their enthusiastic teaching style were commendable; and students mentioned that the module allowed them to see the importance of integration in all aspects of their lives.</p><p style="text-align:justify;">Even though students provided wonderful feedback about the module, a few central questions remain. Do students really develop an appreciation for different world views? Are students more tolerant towards other cultures, religions and language groups? Are students able to work in multicultural groups with divergent identities? These questions deserve further exploration.</p><p style="text-align:justify;">To listen to a podcast of the session, please visit:</p><p style="text-align:justify;"><a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources"><span lang="EN-ZA" style="text-decoration:underline;">http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources</span></a></p><p style="text-align:justify;">This AUXIN concludes the AUXIN programme for 2018. The next AUXIN will take place on 26 February 2019.</p><p style="text-align:justify;"><span lang="EN-ZA" style="text-decoration:underline;"><em>Picture 1</em></span><em>: The Presenter, Dr Anita Jonker</em></p><p style="text-align:justify;"><span lang="EN-ZA" style="text-decoration:underline;"><em>Picture 2</em></span><em>: (from L to R) Ms Busiswa Sobahle (tutor); Dr Anita Jonker (presenter); Mr Earl Basson (tutor); Dr Karin Cattell-Holden (CTL); Prof Xolilwe Simon (guest lecturer)</em></p>
T&L Seminar: Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward?https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5912T&L Seminar: Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward?Claudia Swart<p>​​The T&L seminar took place on 6 September 2018.  It was presented by Dr Hanelie Adendorff on the following topic:  <strong>Decolonising the Science Curriculum: can Legitimation Code Theory show a way forward?</strong></p><p><strong>To listen to a podcast of the seminar, please visit:  </strong><a href="/english/learning-teaching/ctl/t-l-resources/t-l-seminars"><span class="ms-rteThemeForeColor-2-5">http://www.sun.ac.za/english/learning-teaching/ctl/t-l-resources/t-l-seminars</span></a></p><p style="text-align:justify;">The conversation around the decolonization of higher education curricula hit South Africa by storm with the #RhodesMustFall and subsequent #FeesMustFall campaigns. Prior to this, decolonization conversations, if they were happening at all in higher education institutions, were limited to small pockets of interest. Whilst the presence and influence of Western ideology in the humanities and arts curricula might be fairly recognisable, the decolonization of science curricula, for the most part, is a far less obvious project. The study that was reported on in this presentation used Legitimation Code Theory (LCT) to reflect on what is at stake in these conversations. It is hoped that results from this study will help to offer a framework which both staff and students could use in conversations about and attempts at the decolonisation of science curricula.</p><p style="text-align:justify;">LCT provides a means of conceptualizing the principles or 'rules of the game' underlying different knowledge practices (Maton, 2012). In this project LCT was used to uncover the underlying principles related to the knowledge practices in the conversation about decolonizing science curricula. The presentation will start by focussing on the way the conversation developed in social media circles and a few scholarly domains. The findings of this part of the study indicated that some of the heated arguments in decolonisation conversations can be equated to a code clash in terms of what counts as legitimate knowledge between those arguing for decolonization and the dominant codes, or practices, in the field of science. </p><p style="text-align:justify;">The question thus becomes: can science be decolonized, and if so, how? In order to address this question, LCT was used to look at a number of decolonization examples, including the three scenarios for decolonising engineering curricula presented by Winberg & Winberg (2017). Results from this part of the study helped to explain (1) the favoured scenario in the Winberg & Winberg study as well as (2) why some attempts at decolonization may not necessarily be seen as such.</p><p style="text-align:justify;">References:</p><p style="text-align:justify;">Maton, K. (2014) <em>Knowledge and Knowers: towards a realist sociology of education</em>. London, Routledge.</p><p style="text-align:justify;">Maton, K. (2016) Bringing It All Back Home: The art of building knowledge from diverse sources. <a href="https://www.youtube.com/watch?v=GrdCPvrcWNk&t=836s"><span style="text-decoration:underline;">https://www.youtube.com/watch?v=GrdCPvrcWNk&t=836s</span></a> .</p><p style="text-align:justify;">Winberg, C. & Winberg, S. (2017) Using a social justice approach to decolonize an engineering curriculum, IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece, pp 248 – 254. </p>
Elsabé Daneel communication workshops a tremendous success! https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5906Elsabé Daneel communication workshops a tremendous success! Claudia Swart<p>Elsabé Daneel is a well-known TV presenter, TV & movie actor and have produced and acted in many theatre productions.  She is a producer, director and presenter of corporate videos as well as documentaries for kykNET and M-Net.</p><p>As communication and media strategist, she conducts the communication workshop, <em>Communication IQ</em>. These fun filled workshops in communication and projection skills are geared for corporate clients, TV and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </p><p>Elsabé offered two communication workshops for Stellenbosch University academic staff during August.  The beginner's workshop took place on 23 August and 11 participants attended the workshop.  The advanced workshop took place on 24 August with 3 participants attending the workshop.</p><p><strong>The following topics were discussed during the workshops:</strong></p><ul style="list-style-type:disc;"><li>grasp communication jargon</li><li>discover the ABC of the communication process</li><li>evaluate your strong and weaker points as a communicator</li><li>make communication models work for you</li><li>suss out the technicalities that influence the communication process</li><li>recognize the role of personal style </li><li>thrive on body language </li><li>experiment with vocalics </li><li>indulge in relaxation techniques that work</li><li>package your verbal message</li><li>establish rapport </li><li>recording podcasts and videos for use in your modules.</li></ul><p>Some feedback received from the participants:</p><p>"Elsabe gives good practical advice in a clear manner."<br>"The feedback on our videos was the most valuable."<br>"Elsabe's years of experience shows!"<br>"The most valuable part of the workshop was watching yourself as an outsider on video to see what gestures are made and what body language you use.  Commentary from others help you gain better perspectives."<br>"I love how honest and direct Elsabe is when giving feedback"</p><p>Contact Nothemba Nqayi [nothemban@sun.ac.za] should you wish to attend a future Elsabe Daneel workshop.</p>
Regional Extended Curriculum (ECP) Symposiumhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5907Regional Extended Curriculum (ECP) SymposiumClaudia Swart<p>​The aims of the ECP regional symposium are to provide a forum for the promotion of criticality and innovation in theorising teaching and learning in ECP.  The event featured keynote and special invited speakers whose practices are underpinned by sound theoretial bases.  Academics working specifically in the sphere of ECP or foundations programmes had the opportunity to share their theoretical perspectives or theory-informed practices in various parallel sessions and panel discussions.  Academics from Stellenbosch University attended the event and used the opportunity to gain valuable knowledge and network with colleagues from other universities.  For more information, please visit:  </p><p><a href="http://www.cput.ac.za/blogs/ecp/2018/06/08/ecp-symposium-first-call-for-papers/">http://www.cput.ac.za/blogs/ecp/2018/06/08/ecp-symposium-first-call-for-papers/</a></p><p>Programme of the event:  <a href="/english/PublishingImages/Lists/dualnews/My%20Items%20View/ECP%20symposium%202018%20programme_official.pdf"><img class="ms-asset-icon ms-rtePosition-4" src="/_layouts/15/images/icpdf.png" alt="" />ECP symposium 2018 programme_official.pdf</a></p><p> </p>
Auxin: Criminal Law 171 Video Project: Boldly going where no Criminal Law Lecturer has gone beforehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5910Auxin: Criminal Law 171 Video Project: Boldly going where no Criminal Law Lecturer has gone beforeAnthea Jacobs<p style="text-align:justify;"><strong>CTL AUXIN SESSION, 22 AUGUST 2018</strong></p><p style="text-align:justify;"><strong>held at Den Bosch, from 12h45 – 13h45</strong></p><p style="text-align:justify;">Dr Mary Nel, senior lecturer in Criminal Law at the Department of Public Law, Faculty of Law, was the presenter at the AUXIN session on the 22<sup>nd</sup> of August 2018. The topic of Dr Nel's presentation was “Criminal Law 171 Video Project: Boldly going where no Criminal Law Lecturer has gone before". Her presentation was grounded in the work of Cook-Sather (2010:555), who posits that “the most engaging, meaningful, and enduring education is that which affords students the opportunity to be actively involved – to be actors in their own learning."</p><p style="text-align:justify;">She passionately explained how, in 2017, she introduced an optional video project in Criminal Law 171, a compulsory year module for 1st/2nd year law students. Working in groups of five, students had to produce an imaginative, entertaining, interesting 60-90 second film clip, illustrating and explaining Criminal Law-related concepts, cases or issues. Clips had to educate and inform their classmates about the law. There was a class screening with prizes for the best submissions, which were also made available on SUNLearn.</p><p style="text-align:justify;">Dr Nel highlighted the following: minimal extra lecturer effort since submissions were voluntary and student-directed/driven; assessment was fast and straightforward; the mark awarded was an all-or-nothing extra 2% credit added to the year mark; and the project encouraged student-centred, active and collaborative learning.</p><p style="text-align:justify;">The session was attended by lecturers and other staff members from different faculties, departments and support centres. All in all, participants found the presentation very useful. Feedback ranged from <em>“very practical"</em> to <em>“Ek gaan die teorie lees en kyk hoe kan ek dit gebruik in my projek."</em></p><p style="text-align:justify;">The next AUXIN session will take place on the 25<sup>th</sup> of September 2018.</p><p style="text-align:justify;">To listen to a podcast of the session, please visit:  <a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources">http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin/auxin-resources</a></p>
Fund for Innovation and Research into Teaching and Learning (FIRLT) https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=4626Fund for Innovation and Research into Teaching and Learning (FIRLT) Claudia Swart<p style="text-align:justify;">In line with its <a href="http://www0.sun.ac.za/ctl/wp-content/uploads/2013/02/Learning-and-teaching-policy1.pdf"><span lang="EN" style="text-decoration:underline;">Learning and Teaching policy</span></a>, Stellenbosch University established the Fund for Innovation and Research into Teaching and Learning (FIRLT) in 2005 in order to encourage a culture of innovation and reflection in teaching and learning at the University. The fund provides an opportunity for lecturers to innovate, evaluate effective practices and processes, and to investigate teaching and learning problems, solutions and trends.  It also provides a mechanism for the dissemination of results designed to improve the quality of teaching and learning.  Any lecturer, team of lecturers or Centre responsible for teaching and learning, may apply for an award.</p><p>FIRLT awards are made twice a year by a subcommittee of the Committee for Teaching and Learning. Proposals are funded up to a maximum of R45 000.</p><p><strong>Closing date for next round of applications: 3 November 2017.</strong></p><p>E-mail your proposals to <a href="mailto:finlo@sun.ac.za"><span lang="EN" style="text-decoration:underline;">finlo@sun.ac.za</span></a>.  For queries, call Jean Farmer (021) 808 2956 / (021) 938 9832.</p><p>Website:  <a href="/english/learning-teaching/ctl/t-l-awards-and-grants/firlt">http://www.sun.ac.za/english/learning-teaching/ctl/t-l-awards-and-grants/firlt</a></p>
The CTL welcomes their new Director: Dr Melanie Skeadhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5843The CTL welcomes their new Director: Dr Melanie SkeadClaudia Swart<p>​Dr Melanie Skead was recently appointed as Director of the Centre for Teaching and Learning. She has moved to Stellenbosch University from Rhodes University where she was a Senior Lecturer in the Centre for Higher Education Research, Teaching and Learning (CHERTL). She has been working in Higher Education since 1988 and holds a PhD in English and two professional qualifications in education including a Postgraduate Diploma in Higher Education (Academic Development) from Rhodes University. Melanie has been active in academic development since 2003. Her experience in the field spans across student, staff and curriculum development as well as academic leadership at various higher education institutions including Vista University, Fort Hare and Nelson Mandela University and Rhodes University where she coordinated the National and Rhodes PGDip (HE) and supervised PhD students. Her research interests include educational pathways for academic developers, academic agency in curriculum transformation and problematizing notions of quality in higher education. She has published academic papers in the areas of Writing Centre development, student academic development and formal learning opportunities for academic developers. On a personal note, she has three adult children (a son and two daughters) and one granddaughter. She hopes to settle permanently in Stellenbosch with her husband in the near future. Melanie is a self-proclaimed tree-hugger and is passionate about music, the arts, animal welfare and good wine! </p>
PREDAC 2018 (Professional Educational Development of Academics)https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5822PREDAC 2018 (Professional Educational Development of Academics)Claudia Swart<p style="text-align:justify;">The Professional Educational Development of Academics (PREDAC) programme is presented annually for newly appointed academics at Stellenbosch University (SU). It was re-conceptualised for 2018 as a programme presented in four phases combining both centralised and faculty-based activities.</p><p style="text-align:justify;"><strong>PHASE 1: Informal sessions on teaching in the various faculties and the formal launch</strong></p><p>The informal sessions comprised advisors from the Centre for Teaching and Learning (CTL) introducing the PREDAC programme to the newly appointed academics in their specific faculties early in the year.</p><p>The formal launch of PREDAC 2018 took place at the Stellenbosch Institute for Advanced Study on 21 May and was attended by 87 academics and 59 PREDAC participants. The theme of the day was <em>What is good teaching at Stellenbosch University?</em></p><p>The event was opened with a welcome, followed by the first topic of discussion – <em>Stellenbosch University context for teaching and learning</em> – which saw the participants engaging with several institutional policy documents through a jigsaw activity.</p><p>After teatime, the participants discussed the importance of being a reflective practitioner using feedback as a tool to reflect on one's teaching practice.</p><p style="text-align:justify;">Lunch was followed by the various faculties engaging with their PREDAC participants in breakaway sessions.</p><p style="text-align:justify;"><strong>PHASE 2: A four-day-three-night immersion breakaway</strong></p><p>The 60 participants from the nine faculties involved in PREDAC attended a four-day retreat at the Goudini Conference Centre from 17 to 20 July 2018. The programme started on the Tuesday evening and included the official welcome by the Senior Director: Division for Learning and Teaching Enhancement, Dr Antoinette van der Merwe. Prof Arnold Schoonwinkel, Vice-Rector: Learning and Teaching then addressed the participants, sharing some ideas around how the University values its academics, with the focus on their teaching role and professional learning.</p><p>Wednesday focused on a session entitled <em>Access to knowledge: Teaching in your discipline and Planning of a module</em>, with specific attention given to the formulation of outcomes. Discussions, activities and feedback within the group as a whole ensured interactivity within smaller groups as the participants unpacked these topics and their relevance to their specific contexts.</p><p>During Thursday and Friday, the participants worked in three cluster groups, analysing their specific modules. One group represented the Faculty of Medicine and Health Sciences, the Faculty of Military Science and the Faculty of Theology, another group represented the Faculty of Arts and Social Sciences, Faculty of Law and the Faculty of Economic and Management Sciences and another group represented the Faculty of AgriSciences, the Faculty of Science and the Faculty of Engineering.</p><p>Towards the end of Friday, Phase 3 of PREDAC was introduced to the participants. During Phase 3, the participants will be expected to design and implement a learning opportunity for the students in their modules and to elicit feedback. In small faculty groups, the participants will then share their experiences and decide on one learning opportunity that they will use to design a poster to present at the annual Scholarship of Teaching and Learning Conference on 31 October (Phase 4).</p><p>The participants will also be encouraged to undertake peer observations as part of being a reflective practitioner, attending the classes of experienced lecturers and having conversations with teaching and learning champions in their faculties.</p><p>All was not only work, however, and the participants had ample opportunity to interact with one another and to forge relationships with colleagues from their own and from the other faculties in a collegial atmosphere.</p><p>The participants left Goudini on Friday with a conceptual framework that will enable them to reflect on their teaching, learning and assessment in order to plan and expand their own teaching practices. The conceptual framework is based on the Carpe Diem process of Prof Gilly Salmon, adapted for SU as the DeLTA process:  Design for Learning Teaching and Assessment.</p><p>Two of the participants gave the following feedback:</p><p>“The PREDAC phase 2 made one realize the essence of teaching. This was from a whole new perspective and it helped me question my teaching style, content and preparation."</p><p>“That despite my 6 years' teaching experience I could still learn so much for development and how much difference this will reflect in my students."</p><p><strong>Looking forward to PREDAC 2019</strong></p><p>The CTL is already re-conceptualising the PREDAC programme for 2019 based on participant feedback and its own research and observations.</p><p>For any additional information or comments, please contact Claudia Swart at claudias2@sun.ac.za.</p>
SoTL 2018: Abstract submission deadline extended to 24 August 2018https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5823SoTL 2018: Abstract submission deadline extended to 24 August 2018JP Bosman <p style="text-align:justify;"><strong>SoTL 2018:  Abstract submission deadline extended to 24 August 2018</strong></p><p style="text-align:justify;">Please note that the <strong>abstract submission deadline</strong> for the SOTL conference for 2018 has been <strong>extended to 24 August 2018</strong>.</p><p style="text-align:justify;">The 11<sup>th</sup> annual Stellenbosch University (SU) conference on the Scholarship of Teaching and Learning (SoTL) will take place on 30 and 31 October 2018. Pre-conference workshops will be offered on 29 October 2018. The conference is free for SU academics.</p><p style="text-align:justify;">The conference will again take place at the Lord Charles Hotel, Somerset West.</p><p style="text-align:justify;">The purpose of the conference is to offer SU academics the opportunity to participate in conversations about teaching practices and philosophies. This year's conference should once again be an exciting and informative event. The theme of this year's conference is Academic Leadership.</p><p style="text-align:justify;">Please <em>register for the conference</em> and <em>submit your abstract before 24 August 2018!</em></p><p><strong>Please visit the conference website</strong> at <a href="http://www0.sun.ac.za/sotl/">http://www0.sun.ac.za/sotl/</a></p><p><strong>Enquiries:</strong>  <a href="mailto:sotl@sun.ac.za">sotl@sun.ac.za</a><br></p><p><br></p>