Centre for Teaching and Learning
Welcome to Stellenbosch University



PREDAC (for newly appointed academics)https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=4456PREDAC (for newly appointed academics)Claudia Swart<p>During this programme participants will, together with other newly appointed lecturers from different disciplines, be given the opportunity to reflect on their views, knowledge and assumptions about teaching, learning and assessment within the context of current thoughts on university teaching. Practical and innovative approaches towards teaching and assessment tasks will be addressed throughout the course. National and institutional frameworks which direct Higher Education in South Africa and at Stellenbosch University (SU) will be covered as well. <br><br> Participants will be challenged to judge how knowledge and policy can be applied in a meaningful way in their own subject areas. They will eventually leave with a conceptual framework that will enable them to reflect on teaching, learning and assessment in order to plan and expand their own teaching practices. <br><br> The programme also provides a unique opportunity for participants to forge relationships with colleagues from their own faculty as well as other departments and faculties in a collegial atmosphere. In addition, they will be introduced to the institutional culture of SU which will hopefully help them feel at home more swiftly. </p><p>Contact:  Claudia Swart, <a href="mailto:claudias2@sun.ac.za">claudias2@sun.ac.za</a> for information about this year's programme.</p><p>Website:  <a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/predac">http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/predac</a></p>
Auxins (growth opportunities)https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=4457Auxins (growth opportunities)Claudia Swart<h5>The Auxin-project has as its aim to create the following growth opportunities for SU academics:</h5><ul><li>Windows for innovative teaching and assessment practices on campus</li><li>Opportunities for academics to examine and deepen their knowledge about topics of own interest in the arena of teaching and learning at SU</li><li>A Scholarship of teaching and learning route on the growth route of becoming reflective lecturers.</li></ul><p>Auxins take place monthly during lunch time (12:45 – 13:45, “padkos” will be provided).</p><p>The dates of the planned Auxins for 2017 is as follows:</p><p>28 March (Presenters:  Dr Shanelle van der Berg & Prof Sandy Liebenberg; Title:  <span lang="EN-ZA">Flexible assessment and transformative legal education)<br></span>18 April (Presenter:  Ms Kayla Lawson; Title:  Development of Sunlearn e-tutor using the principles of gamification)<br>30 May (Presenter:  Prof Philip du Plessis; Title:  Virtual reality in the classroom)<br>25 July (Presenter: Dr Marie Louise Bota; Title:  Teacher Professional Development: Mentoring as professional (practice) development in SA schools)<br>29 August (Presenters:  Dr Charlene van der Walt & Ms Magriet de Villiers;  Title:  TBA)<br>26 September (Presenter:  Dr Elize Archer; Title: TBA)</p><p>The specific title and focus will be posted three weeks prior to the event. Resources will be made available after the Auxin.</p><p>Venue:  Den Bosch opposite “Skuilhoek”  41 Victoria Street (directly behind the Conservatoire)</p><p>Bookings:  Nothemba Nqayi, e-mail:  <a href="mailto:nothemban@sun.ac.za%3cmailto:nothemban@sun.ac.za"><span style="text-decoration:underline;"><font color="#0066cc">nothemban@sun.ac.za</font></span></a></p><p>Tel:  021 808 3717.</p><p>Website:  <a href="/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin">http://www.sun.ac.za/english/learning-teaching/ctl/professional-learning-opportunities-for-t-l/auxin</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>​</p><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: 19 May 2017 and 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>
T&L Hubhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=4677T&L HubClaudia Swart<p>​The faculty T&L hub is an important mechanism to promote good teaching and to create a critical mass of academics with a particular focus on the issue of T&L.  It has a central focus on teaching that generates interest, energy, guidance and leadership. The T&L hub takes on various forms, depending on the context of the particular faculty. The T&L hubs initiate, coordinate and promote regular activities that foster interest and faculty development in scholarly teaching.  To obtain more information about the T&L Hub in your faculty, click here:  <br><a href="https://docs.google.com/document/d/1lbaZutitJ6W69Hgabz3t_uUBW_VzXDcVKIUIeXXZxZo/edit?usp=sharing">https://docs.google.com/document/d/1lbaZutitJ6W69Hgabz3t_uUBW_VzXDcVKIUIeXXZxZo/edit?usp=sharing</a></p>
PREDAC Phase 2 @ Goudinihttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5009PREDAC Phase 2 @ GoudiniClaudia Swart<p><strong>PREDAC 2017 Phase 2 @ Goudini</strong></p><p>The PRONTAK/PREDAC programme is annually presented for newly appointed academics at Stellenbosch University.  During this programme participants are given the opportunity to reflect on their views, knowledge and assumptions about teaching, learning and assessment within the context of current thoughts on university teaching. </p><p>The programme has been re-conceptualised for 2017 and consists of four phases. The mountains around Goudini Spa was a beautiful welcome as delegates arrived on Monday afternoon, 26 June, for the start of Phase 2. Seventy participants from ten faculties attended the four-day retreat.</p><p>The formal part of day one ended with dinner with the Senior Director:  Division for Learning and Teaching Enhancement, Dr. Antoinette van der Merwe.   During her speech, Dr. van der Merwe shared some ideas around how the university value academics, with the focus on their teaching role.</p><p>The sessions for Tuesday focused on the SU Context, Exploring understandings of learning (and teaching) and Planning of a module with specific attention to the formulation of outcomes. Discussions, activities and feedback ensured interactivity during the sessions as participants unpacked these topics and its relevance to their specific contexts.</p><p>For those participants brave enough to face the winter cold, a dip in one of Goudini's mineral baths awaited and an indoor-picnic was the perfect finish to a packed day.  </p><p>Another beautiful morning awaited participants on Wednesday.  Practical and innovative approaches towards teaching and assessment tasks were addressed during the sessions on Wednesday and Thursday.  Participants left Goudini (on Thursday) with a conceptual framework that will enable them to reflect on teaching, learning and assessment in order to plan and expand their own teaching practices.  One of the participants stated that "I have learned a ton in this process and am excited to apply these 'user friendly' techniques in the classroom this year."</p><p>For the last night at Goudini, participants were treated to a 'braai' that provided a further opportunity for participants to forge relationships with colleagues from their own faculty as well as other departments and faculties in a collegial atmosphere.</p><p>Towards the end of Thursday, Phase 3 of PREDAC was introduced to participants. Phase 3 expects participants to investigate possible solutions to some 'real' student engagement challenges they face in their classes. This will take the form of a small group project, which will culminate in a poster presentation at the annual Scholarship of Teaching and Learning conference on 25 October at the Lord Charles Hotel and Conference centre. </p>
Stellenbosch University Staff Members win People’s Choice awards at International Conferencehttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=5036Stellenbosch University Staff Members win People’s Choice awards at International ConferenceClaudia Swart<p>​</p><p><strong>Stellenbosch University Staff Members win People's Choice awards at International Conference</strong></p><p> </p><p>The Second Legitimation Code Theory (LCTC2) conference took place at the University of Sydney in Australia between 3 and 7 July.  </p><p> </p><p>Keynote speakers included Prof Karl Maton (Director of the LCT Centre for Knowledge-Building), Prof James R. Martin (Deputy Director of the LCT Centre for Knowledge-Building) and Prof Chris Winberg who holds a South African National Research Foundation Chair and is Director of the Work-integrated Learning Research Unit in the Education Faculty of Cape Peninsula University of Technology, South Africa. </p><p> </p><p>Two Stellenbosch University Staff members, Dr Marnel Mouton (Botany and Zoology) and Dr Hanelie Adendorff (Center for Teaching and Learning) received People's Choice awards at the conference.</p><p> </p><p>In her paper titled <em>“</em><a href="https://lctc2.sched.com/event/At3C/lct-to-facilitate-transition-from-high-school-to-first-year-biology"><span style="text-decoration:underline;"><em>LCT to facilitate transition from high school to first year biology</em></span></a><em>"</em>, Dr Mouton described how she had used Legitimation Code Theory (LCT) to amend the curriculum of the first year extended degree programme Biology module to enable cumulative knowledge building and epistemological access for these first year students. This work builds on the work of Kelly-Laubscher and Luckett (2016) who looked at reasons why students, especially those from previously disadvantaged backgrounds in South Africa, who perform relatively well in high school biology struggle with the subject in first year. Through this work, Dr Mouton, had shown that LCT is not only valuable as analytical framework, but also as a tool for curriculum planning. </p><p> </p><p>Dr Adendorff's paper titled: <em>“</em><a href="https://lctc2.sched.com/event/Af8f/sciencemustfall-a-struggle-for-control-of-the-legitimation-device"><span style="text-decoration:underline;"><em>#ScienceMustFall: A struggle for control of the legitimation device?</em></span></a>" offered a cursory first attempt at understanding the #SMF conversation that played out in social media towards the end of 2016. She employed LCT to analyze elements of this interaction as it played out in social media circles. The theory allowed her to look at the organizing principles of knowledge practices and illuminated some of the deeper issues connected with the broader decolonization discussion and in doing so, offered a starting point for a conversation about this topic. In the paper, she argued, amongst others, that a lack of understanding for how specific actions are perceived and the reasons for such perceptions could result in well-intentioned decolonization attempts to fail. </p><p> </p><p>Other staff members who attended the conference include Dr Robbie Pott from Process Engineering, whose paper “<a href="https://lctc2.sched.com/event/Au7C/using-the-semantic-wave-to-improve-learning-in-fluid-mechanics"><span style="text-decoration:underline;"><em>Using the semantic wave to improve learning in fluid mechanics</em></span></a><em>"</em> was selected for an extended paper slot; Dr Ilse Rootman-Le Grange (BLC in Science) who analysed assessment in first year Chemistry; Dr Karin Wolff (CTL advisor in Engineering) who looked at curricular knowledge in Engineering; Dr JP Bosman (CLT director) who studied meaning making in the SU Blended Learning Short Course) and Dr Cecilia Jacobs (CTL Director) and Mr Gert Young (CTL advisor in EMS) with their paper reporting on programme renewal at SU.  </p><p> </p><p> </p>