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Can and should assessment nurture an orientation to society and social justice?https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8091Can and should assessment nurture an orientation to society and social justice?Anthea HM Jacobs<p>Learning and Teaching Enhancement Virtual Seminar 1 of 4: 25 March 2021<br></p><p><strong>Topic</strong></p><p>Can and should assessment nurture an orientation to society and social justice?</p><p style="text-align:justify;"><strong>Presenter</strong></p><p style="text-align:justify;">Dr Margaret Blackie</p><p style="text-align:justify;">“More may be required to achieve higher education oriented to society and social justice than simply the deliberate inclusion of socially-related activities in the curriculum or as assessment tasks."<br></p><p style="text-align:justify;">This was the message brought by Dr Margaret Blackie, Senior Lecturer in the Department of Chemistry and Polymer Science, Faculty of Science, at the first in a series of four virtual seminars hosted by the Division for Learning and Teaching Enhancement. The theme for the virtual Learning and Teaching Enhancement (LTE) seminar series this year is “Assessment". Dr Blackie's connection to this theme was evident in her exploration of the connections that can be made between how students in the STEM (science, technology, engineering and maths) disciplines are assessed and an orientation to wider society is nurtured.</p><p style="text-align:justify;">Dr Blackie's presentation was a sharing of part of a large research project entitled 'Understanding Knowledge and Student Agency', an international collaboration led by Prof Paul Ashwin at Lancaster University. The research project is essentially a longitudinal and comparative four-year study of Chemistry and Chemical Engineering undergraduate students in the United Kingdom, United States of America and South Africa. A social justice and critical theory lens was employed, drawing particularly from Honneth (2010), who argues that “What is just, is that which allows the individual member of our society to realise his or her own life objectives in cooperation with others, and with the greatest possible autonomy".  Building on this, Blackie explained the position taken that a person who does not look beyond their own wellbeing and consider broader social wellbeing is unable to realise their own individual wellbeing.<br></p><p style="text-align:justify;">One of the main findings of the research indicates that only a very small number of students display any orientation to society through their responses to assessment tasks, which is surprising, and somewhat distressing. Questioning whether more can be done with assessments in the interest of social justice, Blackie presented two possibilities: the first is to have at least some assignments linked to social issues and the second is to consider the value proposition of the assessment. Blackie went on that we have to acknowledge “the elephant in the room", because students are profoundly shaped by competitive assessment strategies. It is therefore not just about the nature of the task, but also about considering relationships and dispositions.<br></p><p style="text-align:justify;">In summarising, Dr Blackie emphasised that we have to recognise that traditional assessments are competitive, high stakes and individual. Secondly, it distorts our sense of achievement. Here she pointed participants to the notion of 'evaluation judgement' by David Boud and co-workers, as well as the notion of 'understanding the depth of understanding' by Bernard Lonergan. <br></p><p style="text-align:justify;">There was a lively engagement from colleagues present, particularly around the question of whether we are not perhaps over-assessing knowledge and skills and rarely thinking about the underpinning values that we would like to instil in our students.<br></p><p>More information and access to the recording of this seminar available <a href="/english/learning-teaching/ctl/t-l-resources/t-l-seminars" target="_blank" style="text-decoration:underline;"><strong>here</strong></a>. </p><p>​By Anthea H M Jacobs​​</p>
Book launch: Responding to the necessity for change: HE voices from the South during the COVID-19 crisishttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7811Book launch: Responding to the necessity for change: HE voices from the South during the COVID-19 crisisNicoline Herman​<strong>​​​​Division for Learning and Teaching Enhancement Book Launch: Responding to the necessity for change: Higher Education voices from the South during the COVID-19 crisis</strong><p><br>During the closing session of the <a href="http://www0.sun.ac.za/sotl/" target="_blank">Stellenbosch University virtual 2020 Scholarship of Teaching and Learning (SoTL) conference</a>, Dr Antoinette van der Merwe (Snr Director Division for Learning and Teaching Enhancement) introduced delegates to a recently published online book entitled <a href="/english/learning-teaching/ctl/Pages/Short-online-publications.aspx" target="_blank">Respondingto the necessity for change: Higher Education voices from the South during the ​COVID-19 crisi</a>s edited by Drs Sonja Strydom, Nicoline Herman, Hanelie Adendorff and Ms Mine de Klerk from the Centre for Learning Technologies and the Centre for Teaching and Learning. </p><p>The chapters in the book are authored by professional academic support staff and teaching academics and describe their experiences around educational challenges and opportunities during the first semester of the COVID-19 period.  The book attempts to offer honest, reflective insights into the scholarly and practical activities of a proportion of staff members involved in the continuous support of sound teaching, learning and assessment (TLA) practices during this period of emergency remote teaching (ERT). The authors celebrate lessons learned, but also aim to build on identified opportunities for change and further critical reflection.</p><p>Authors were invited to reflect on their contextualized experiences during the first semester by asking the following questions based on the framework of Rolfe, Freshwater and Jasper (2001): What, So-What and Now-What? It was furthermore suggested to the authors that they align their chapters with the <a href="/english/learning-teaching/ctl/Documents/7Oct2020.DeLTA%20Framework.pdf" target="_blank">Designing Learning, Teaching and Assessment (DeLTA) framework</a>. The framework was conceptualized by the CTL in its mandate of supporting lecturers with their teaching function. ‘DeLTA’ is the acronym for this process and framework, but ‘DeLTA’ is also the mathematical symbol for change and is represented by Δ. </p><p>Two overarching themes serve as key threads across all the chapters. Firstly, a reframing of the notion of change can be observed – from merely a disruption to an invitation to adapt and respond to emerging and discomforting conditions in the context of TLA. Each chapter illustrates how the COVID-19 crisis in some way triggered a necessary change, whether this manifested as a new perspective, a developed professional practice or the implementation of a new TLA approach.</p><p>Secondly, the notion of ‘care’ underpins the narrative of nearly every chapter. The authors reflect on highly collaborative and iterative processes of finding new and practical solutions in the ERT period whilst ensuring that they maintain their awareness of sound pedagogical principles and compassion for peers, students and themselves.</p><p>Institutional role-players who may not have worked closely together prior to the pandemic describe how they became increasingly dependent on one another’s professional expertise and knowledge domains. They had to invite a larger number of voices and consider other staff members’ and students’ lived experiences more attentively in order to balance the  implementation of practical solutions with the shared objective to maintain the quality of SU’s academic offering. </p><p>Consequently, the chapters reveal a heightened awareness of the need at SU for a professional academic support approach that is firmly rooted in empathy and a TLA philosophy that draws on a pedagogy of care. </p><p>The book is published under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a> and is freely available. Click on the picture of the cover page below to access the book: <br><a href="/english/learning-teaching/ctl/Pages/Short-online-publications.aspx" target="_blank"><img alt="Responding.jpg" src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Responding.jpg" style="margin:5px;width:154px;" />​</a><br></p><p>Reference:<br></p><p>Rolfe, G., Freshwater, D. & Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide. Basingstoke: Palgrave Macmillan.<br></p>
TAU Fellowship Programme 2021-2022https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7980TAU Fellowship Programme 2021-2022Dr Karin Cattell-Holden<p style="text-align:center;"><strong>​​TAU Fellowship Programme 2021-2022</strong></p><p style="text-align:justify;">The TAU (Teaching Advancement at University) Fellowship Programme is a nation-wide intervention that was initiated in 2015. It aims at advancing teaching quality and the professionalisation of teaching and learning in the public higher education sphere. <br></p><p style="text-align:justify;">The TAU Programme involves the professional development of a cohort of mid- to senior level academic staff from varying disciplines at all South African public universities, by means of a combined residential and distance learning approach. Participants, who are disciplinary specialists, are familiarised with developments relating to teaching and learning in higher education, introduced to Scholarship of Teaching and Learning research, and positioned as change agents. Over the year-long period of the TAU programme they work on an educational project situated in their own environment as well as on a group project, and build partnerships with colleagues from other institutions. On conclusion of the programme, they are equipped to lead change processes relating to teaching and learning at their home institution.</p><p style="text-align:justify;">On the first TAU programme (2015-2016) Stellenbosch University was represented by Prof. Elmarie Costandius and Prof. Geo Quinot. The SU academics on TAU Two (2018-2019) were Prof. Ian Nell and Dr Berna Gerber.</p><p style="text-align:justify;">For TAU Three (2021-2022) SU is privileged to have three SU academics on the programme: Prof. Faadiel Essop, Prof. Ashraf Kagee and Dr Marianne McKay.</p><p style="text-align:justify;"><strong>Prof. Faadiel Essop</strong> is currently a professor in the Department of Physiological Sciences and the Director of the recently established Centre for Cardio-metabolic Research Centre in Africa (CARMA) at SU. He is an NRF-rated internationally acclaimed researcher, former chairperson of the Department of Physiological Sciences, a former President of the Physiology Society of Southern Africa (two terms), the current Vice-President of the African Association of Physiological Sciences and a board member of the General Assembly of the International Union of Physiological Sciences. He also served as a member of the International Committee of the American Physiological Society and is an elected Fellow of the American Physiological Society. </p><p style="text-align:justify;">Prof. Essop recently completed the one-year part-time course Scholarship of Educational Leadership (SOEL) at SU. During 2018 he received a Stellenbosch University Teaching Excellence Award (Developing Teacher). His TAU fellowship project will focus on the notion that scientists/engineers often view their discipline as ''neutral'' and therefore devoid of any socio-political and historical contexts. This 'scientific elitism' can therefore seemingly absolve scientists from such contexts, e.g. past injustices committed during apartheid and also contemporary, pressing issues such as equity redress, decolonization and inclusivity. The aim would be to develop a philosophical framework for the introduction of broader humanities and arts concepts into the biomedical, science and engineering curricula. </p><p style="text-align:justify;"><strong>Prof. Ashraf Kagee</strong> is Distinguished Professor of Psychology at SU, co-Director of the Alan Flisher Centre for Public Mental Health, and a member of the Academy of Science of South Africa. With over 200 academic publications, he is rated as an internationally acclaimed researcher with the National Research Foundation. He received the Rector's Awards for Excellence in Research in 2006, in Teaching in 2007, and in Community Interaction in 2009. In 2018 he received the Chancellor's Award for Sustained Excellent Career Performance. </p><p style="text-align:justify;">Prof. Kagee's research has focused on common mental disorders among persons living with HIV, psychological and structural factors influencing adherence to antiretroviral therapy, and common mental disorders in various populations. He teaches cognitive psychotherapy and research methods in the Department of Psychology. He chairs the Board of Trustees of the Trauma Centre for Survivors of Violence and Torture in Cape Town and does capacity-building work at the Gaza Community Mental Health Centre in Gaza, Palestine. </p><p style="text-align:justify;">As the recipient of several SOTL grants, Prof. Kagee has also conducted research on teaching research methods in psychology, an area where he focuses on critical thinking, scepticism, and empirical-mindedness. He intends to use the TAU fellowship to develop the areas of blended learning and e-assessment as well as the scientific writing skills among students in his research methods classes. </p><p style="text-align:justify;"><strong>Dr Marianne McKay</strong> is a senior lecturer in the Department of Viticulture and Oenology. She was the first woman to graduate with MSc (Agric) in South Africa, and holds a PhD in Oenology. Dr McKay is recognised for her contributions to both oenology and teaching and learning. She received the national <em>South African Council for Higher Education / HELTASA Excellence in Teaching Award </em>in 2015 for her efforts in decoloniality in teaching and her research in teaching and learning. She also received an SU Teaching Excellence Award (Distinguished Teacher) in 2017. She held a Teaching Fellowship at SU from 2017 to 2020 and has been nominated for the SU Scholarship of Academic Leadership programme for 2021.</p><p style="text-align:justify;">Dr McKay has extensive experience in teaching students in partner colleges in wine science, forming sustainable and successful training collaborations in local communities with measurable social impact. Her TAU fellowship objectives tie in with a number of goals in SU's Transformation Plan (Vision 2040) as well as important programme renewal initiatives around increasing diversity, accessibility and a transformative student experience. She aims at enhancing transformative and innovative student learning experiences in her modules. She also hopes to support colleagues interested in integrating their disciplinary research with research on teaching and learning. </p><p style="text-align:justify;">The CTL proudly congratulates these colleagues and thanks them for their contributions to teaching and learning at SU. We wish them all the best for their TAU Fellowships.</p><p style="text-align:justify;">More information about the TAU Fellowships is available from Dr Karin Cattell-Holden, <span style="text-decoration:underline;">kcattell@sun.ac.za</span>.</p><p style="text-align:justify;"><em>On the photograph from left to right:</em>  <em>Prof. Faadiel Essop, </em><em>Prof. Ashraf Kagee and </em><em>Dr Marianne McKay</em><em></em><br></p>
ELSABÉ DANEEL COMMUNICATION WORKSHOPShttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7981ELSABÉ DANEEL COMMUNICATION WORKSHOPSClaudia 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 three communication workshops for Stellenbosch University academic staff in 2021. The workshops will take place on 18 March, 23 June and 23 August.</p><p><strong>Participants can look forward to the following during the workshop:</strong><br><strong> </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>Thursday 18 March<br>Wednesday 23 June<br>Monday 23 August</p><p><strong><em>Time:</em></strong><br>13:00 to 17:30<em> </em><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 Claudia Swart (</em><span lang="EN-GB" style="text-decoration:underline;">claudias2@sun.ac.za</span><em>) to reserve your place.</em><br></p>
SU Teaching Fellows 2021https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7992SU Teaching Fellows 2021Karin Cattell-Holden<p style="text-align:center;"><strong>​​SU Teaching Fellows 2021</strong></p><p style="text-align:justify;">Stellenbosch University (SU) initiated teaching fellowships in 2009 to provide an opportunity for selected academics to develop their teaching expertise and stimulate the growth of the scholarship of teaching and learning at the University. The fellowships provide excellent teachers and scholars of teaching and learning<a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IO3DFDCO/Communication%20CTL%20and%20SU%20Websites%20Febr%202021.docx"><span style="text-decoration:underline;">[1]</span></a> with the opportunity to spend a consistent period of time (between one and three years), with various forms of support, to focus on aspects of curriculum renewal, exploring teaching and learning, and disseminating good teaching and learning practice in departments and faculties. </p><p style="text-align:justify;"><br>The fellowships are funded by the University Capacity Development Grants. SU has awarded 13 fellowships since the inception of the programme in 2009:  Prof. Elmarie Costandius, Prof. Ian Nell, Prof. Dana Niehaus, Prof. Nicola Plastow, Prof. Geo Quinot, Dr Helena Wessels (deceased), Dr Elize Archer, Dr Berna Gerber, Prof. Ingrid Rewitzky, Dr Marianne McKay, Dr Michael Schmeisser, Dr Marianne Unger, and Dr Margaret Blackie. </p><p style="text-align:justify;"><br>Four academics received a Teaching Fellowship <strong>for the period 2021 to 2023</strong>: <br>- Dr Taryn Bernard (Extended Degree Programme, Faculty of Arts and Social Sciences) <br>- Prof. Debby Blaine (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering) <br>- Dr Gretha Steenkamp (School of Accountancy, Faculty of Economic and Management Sciences), and <br>- Prof. Susan van Schalkwyk (Director: Centre for Health Professions Education, Faculty of Medicine and Health Sciences). </p><p style="text-align:justify;"><br><strong>Dr Taryn Bernard</strong> is a senior lecturer on the EDP in the Faculty of Arts and Social Sciences where she teaches academic English to a group of multicultural and multilingual students. She has a background in applied linguistics, particularly methods of critical applied linguistics. These methods have influenced her pedagogical practices as well as her research. Dr Bernard has used these methods to investigate the language of corporate social responsibility, media representations of Marikana, and the complexities of a transforming higher education system. She has previously merged critical methods of applied linguistics with ethnography to shed different light on “the language issue" in South African universities. </p><p style="text-align:justify;">The Teaching Fellowship will allow Dr Bernard to continue along the same lines, to engage in an ethnographic project that will use a diverse range of methodologies to “follow" a group of students as they navigate their way through the university system for a period of three years. Particular attention will be paid to language and literacy, and, in drawing on the (critical) tools in which she is well-versed, an analysis of the data will be conducted in such a way so as to shed light on issues of agency and power. Dr Bernard's ultimate goal is to use these insights to adapt her curricula and classroom practice, but she is also excited to share her findings with the broader community and in a way that can make a contribution to the important project of creating an environment that feels welcoming, stimulating and progressive.</p><p style="text-align:justify;"><strong>Prof. Debby Blaine</strong> is an associate professor in the Department of Mechanical and Mechatronics Engineering. She joined SU in 2007, coming from an industry position in Germany as Deputy-Manager of Materials Research and Development at Bleistahl Produktions GmbH & Co. KG. Prof. Blaine is a Matie alum with an undergraduate degree in Mechanical Engineering. She also holds a PhD in Engineering Science & Mechanics from the Pennsylvania State University (Penn State) in the USA.</p><p style="text-align:justify;">Prof. Blaine's disciplinary research area is broadly focused on Materials Engineering, with specific interests in powder metallurgy and sintering science. She worked as a research assistant at Penn State's Centre for Innovative Sintered Products during and after her doctoral studies. During this time, she had the opportunity to guest lecture some undergraduate classes in engineering mechanics and some postgraduate classes in powder metallurgy. It was here that she initially became interested in the possibility of an academic career. Nevertheless, she decided to first gain some industrial experience as an engineer, which is what led her to Germany. While she enjoyed her stint in industry, it also made her realise that her real passion lay in tertiary education. </p><p style="text-align:justify;">Prof. Blaine's Teaching Fellowship will focus on exploring and identifying tangible ways in which SU can implement a collective approach to designing inclusive and transformed curricula that meet the needs of our diverse community of students and staff, explored through the context of the Faculty of Engineering. She is excited to start this journey and engage with students and colleagues in discovering new ways of doing things, ways that work in the contemporary space and that widen access and success for everyone.</p><p style="text-align:justify;"><strong>Dr Gretha Steenkamp</strong> teaches Financial Accounting at the School of Accountancy (SoA) in the Faculty of Economic and Management Sciences. She has received several teaching-related awards, including 'best online postgraduate lecturer' at the SoA in 2020. Dr Steenkamp was awarded an SU Teaching Fellowship for the period 2021 to 2022. During this time, she will focus on embedding certain graduate attributes into the programmes offered by the SoA. </p><p style="text-align:justify;">The South African Institute of Chartered Accountants (SAICA) accredits the BAcc, BAccHons and PGDip programmes at the SoA. SAICA recently launched its new “CA2025 competency framework" (CA2025 CF) which places greater emphasis on the professional values and enabling competencies (or acumens) that chartered accountants should have. These are akin to graduate attributes and include aspects such as citizenship, critical and integrated thinking, and digital acumen. These graduate attributes need to be explicitly developed by the SAICA-accredited programmes, and Dr Steenkamp will drive the project at the SoA to implement the changes required as a result. Implementing the changes required by the CA2025 CF in the SAICA-accredited programme is a strategic priority for the SoA. </p><p style="text-align:justify;"><strong>Prof. Susan van Schalkwyk </strong>is Professor in Health Professions Education and Director of the Centre for Health Professions Education in the Faculty of Medicine and Health Sciences at SU. Her work encompasses multiple facets of health professions education scholarship including the supervision of Master's and PhD students, and faculty development. She is currently the PI of a multi-institutional study that is placing undergraduate curricula under the spotlight in terms of their potential to deliver graduates who are both clinically competent AND critically conscious of the contexts within which they will work. </p><p style="text-align:justify;">Prof. Van Schalkwyk is a member of both the international AMEE Research and Faculty Development Committees, chair of the AMEE Doctoral Report Award panel, and recently completed a four year term as member of the editorial board of <em>MedEdPublish</em>. She is an associate editor for the <em>African Journal of Health Professions Education, Advances in Health Sciences Education </em>and <em>The Clinical Teacher</em>, and serves on the editorial advisory board of CRiSTaL (Critical Studies in Teaching and Learning). She is a founding member of the Bellagio Global Health Education Initiative and has served on the AMEE <em>Aspire to Excellence</em> international board. </p><p style="text-align:justify;">A C rated researcher with the South African National Research Foundation, Prof. Van Schalkwyk has authored or co-authored more than 80 peer-reviewed articles and book chapters with an H-index of 12 (Scopus) and 20 (Google Scholar). Susan is an honorary SAFRI fellow, and became an AMEE Fellow in 2019. In 2017 she received an SU Teaching Excellence Award in the category of Distinguished Teacher, and in 2018 received a CHE/HELTASA National Teaching Excellence Award.  </p><p style="text-align:justify;">The mentorship of emerging scholars has been central to much of Prof. Van Schalkwyk's work over the past ten years. In 2009 she established a group for members of staff who, over and above their academic responsibilities, were also seeking to complete their PhDs. In 2011 a similar group was established at the FMHS that has been running ever since. Over the years she has, as a result of connections made with these students (later graduates) and their supervisors, informally served as mentor, coach and sounding board for many emerging scholars and young academics looking to advance their careers in academia. This work served as catalyst for the project that she will embark on as part of her SU Teaching Fellowship. </p><p style="text-align:justify;">The CTL would like to congratulate these colleagues and thank them for their contributions to teaching and learning at SU. We wish them all the best for their fellowships.</p><p style="text-align:justify;">For more information, please contact Dr Karin Cattell-Holden, <span lang="EN-US" style="text-decoration:underline;">kcattell@sun.ac.za</span>.                 <br><br></p><p style="text-align:justify;"><a href="file:///C:/Users/claudias2/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/IO3DFDCO/Communication%20CTL%20and%20SU%20Websites%20Febr%202021.docx"><span style="text-decoration:underline;">[1]</span></a> “[E]xcellent teachers and scholars of teaching and learning" refer to lecturers who research their teaching practice, drawing on educational literature, and contribute to the body of teaching and learning knowledge through publishing their findings.</p><p style="text-align:justify;"><em>On the photograph from left to right:</em>  <span style="text-align:justify;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-family:"segoe ui","segoe",tahoma,helvetica,arial,sans-serif;font-size:13px;font-variant:normal;text-decoration:none;word-spacing:0px;display:inline;white-space:normal;orphans:2;float:none;background-color:transparent;"><em>Dr Taryn Bernard</em></span><em>, </em><span style="text-align:justify;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-family:"segoe ui","segoe",tahoma,helvetica,arial,sans-serif;font-size:13px;font-variant:normal;text-decoration:none;word-spacing:0px;display:inline !important;white-space:normal;orphans:2;float:none;background-color:transparent;"><em>Prof. Debby Blaine</em></span><em>, </em><span style="text-align:justify;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-family:"segoe ui","segoe",tahoma,helvetica,arial,sans-serif;font-size:13px;font-variant:normal;text-decoration:none;word-spacing:0px;display:inline !important;white-space:normal;orphans:2;float:none;background-color:transparent;"><em>Dr Gretha Steenkamp</em></span><em> and </em><span style="text-align:justify;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-family:"segoe ui","segoe",tahoma,helvetica,arial,sans-serif;font-size:13px;font-variant:normal;text-decoration:none;word-spacing:0px;display:inline !important;white-space:normal;orphans:2;float:none;background-color:transparent;"><em>Prof. Susan van Schalkwyk</em></span><em>​.</em><br></p>
SU launches online onboarding programme for provisionally accepted studentshttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7958SU launches online onboarding programme for provisionally accepted studentsClaudia Swart<p style="text-align:justify;"><strong>​​​SU's online onboarding programme for provisionally accepted students to launch on 1 February</strong></p><p style="text-align:justify;">Due to the impact of the COVID-19 pandemic on Grade 12 learners' academic year in 2020, Stellenbosch University (SU) has decided to proactively assist students with their transition from school to university.</p><p>To this end, an onboarding programme for all provisionally accepted students will be available online in February 2021. The programme aims to enhance first-year preparedness by offering students various opportunities for growth. With the official welcoming programme and classes only scheduled to start in March, February is an ideal time to engage with provisionally accepted students while awaiting their National Senior Certificate (NSC) results. </p><p>The programme has been designed on SU's learning management system, <a href="https://rebrand.ly/onboardingsu"><span lang="AF" style="text-decoration:underline;">SUNLearn</span></a>, and is set to go live on 1 February. Students should log in with the username and password they received during the application process. Support will be available to resolve any problems or queries.</p><p>To derive optimal value from the programme, students should engage with the various modules at their own pace. A mind map of the onboarding journey has also been drawn up for students to orientate themselves and select which information they would like to engage with when. Access to the programme will continue to be available after registration at SU.</p><p style="text-align:justify;">The onboarding programme consists of a generic module, which is intended for all students, and modules specific to the different faculties. Cross-referencing allows swift navigation between modules.</p><p>The generic module starts with a short overview of SUNLearn and of the onboarding programme. Videos from the Maties 101 campaign (including a virtual campus tour) are also available. In addition, provisionally accepted students will have access to video recordings of current SU students sharing their experiences of transitioning from school to university.</p><p>Other topics dealt with in the generic module include the following:<br> <strong>Making the most of my 24 hours</strong> (time management)<br> <strong>Rocking university life</strong> (success and well-being)<br> <strong>Go with the flow</strong> (stress management)<br> <strong>Ace your studies</strong> (exam and study skills)<br> <strong>Money matters</strong> (financial literacy)<br> <strong>Read like a pro</strong> (academic reading)<br> <strong>Be the best student you can be</strong> (I-FlourishWell4Life programme)<br>  <br>In an extended question-and-answer section, students will be able to search for answers to many of their questions about SU, and even post their own questions. Information for this section has been enhanced by a survey in which senior students were asked what they wish they had known before coming to SU. Videos of current students sharing ways to cope at university as well as details of available support are easily accessible. Students will be able to connect with some of SU's mentors as well. <br><br>The content for the faculty-specific modules has been crafted by faculty representatives themselves. This includes information on the various programmes in the faculty, the available faculty-specific support, and who to contact for any questions.</p><p>Students and their parents will be informed about the programme via SU's official communication channels. In addition to text messages and social media posts, all provisionally accepted students will also receive an <a href="https://stellenbosch.sharepoint.com/sites/Onlineonboardingprogrammeforprovisionallyacceptedfirstyearso/_layouts/15/Doc.aspx?OR=teams&action=edit&sourcedoc=%7b2BAF3CAD-3BD1-4BE6-A76D-D9650118999B%7d">e-mail</a> on 1 February, inviting them to access the onboarding programme on SUNLearn and providing both an overview of the programme and information on who to contact for support.</p><p>SU's chief operating officer, Prof Stan du Plessis, announced the launch of the programme in an official communication on 19 January 2021. “It is important that all SU staff are aware of the programme, as they might be asked to clarify issues in response to students' questions," explains project coordinator Mrs Claudia Swart-Jansen van Vuuren, senior advisor at the Centre for Teaching and Learning. “I am excited about this project, particularly also the enthusiasm of representatives from all the faculties and student support divisions, who worked very hard to put the programme in place. It is truly a team effort."<br></p><p>Enquiries may be sent to Claudia Swart:  claudias2@sun.ac.za<br></p>
Learning and Teaching Enhancement Virtual Seminar: Dr Margaret Blackie (25 March 2021)https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8031Learning and Teaching Enhancement Virtual Seminar: Dr Margaret Blackie (25 March 2021)Anthea Jacobs<h1 style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:#2e74b5;font-family:calibri, sans-serif;font-size:12pt;"><strong>​Learning and Teaching Enhancement Virtual Seminar: 25 March 2021</strong></span></h1><p style="margin:0mm 0mm 0pt;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;font-family:calibri, sans-serif;"><font size="3">You are invited to the first seminar of the 2021 Virtual Learning and Teaching Enhancement Seminars under the auspices of the Deputy Vice-Chancellor (L&T), Prof Deresh Ramjugernath, and the Division of Learning and Teaching Enhancement.</font></span></p><p style="margin:0mm 0mm 0pt;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;font-family:calibri, sans-serif;"><font size="3"> </font></span></p><p style="margin:0px;"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;"><font face="Calibri" size="3">Topic</font></span></strong></p><p style="margin:0px;"><span lang="EN-GB" style="margin:0px;"><font color="#000000" face="Calibri" size="3">Can and should assessment nurture an orientation to society and social justice?</font></span><span style="margin:0px;"></span></p><p style="margin:0px;"><span lang="EN-GB" style="margin:0px;"><font color="#000000" face="Calibri" size="3"> </font></span></p><p style="margin:0mm 0mm 0pt;text-align:justify;"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;font-family:calibri, sans-serif;"><font size="3">Presenter</font></span></strong></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;"><font color="#000000" face="Calibri" size="3">Dr Margaret Blackie</font><span style="margin:0px;"></span></span></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:#2e74b5;"><font face="Calibri" size="3"> </font></span></p><p style="margin:0px;text-align:justify;"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;"><font face="Calibri" size="3">Short biography</font></span></strong></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;"><font face="Calibri" size="3">Dr Margaret Blackie is a senior lecturer in the Department of Chemistry and Polymer Science. She was the recipient of the South African Chemical Institute’s Education Medal and the SU Teaching Award in the Distinguished Teacher category in 2020. She also holds an SU Teaching Fellowship. She has research interests in synthetic chemistry and in education, and she teaches Chemistry in the Department of Chemistry and Polymer Science, Faculty of Science at SU. </font></span></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:#2e74b5;"><font face="Calibri" size="3"> </font></span></p><p style="margin:0px;text-align:justify;"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;"><font face="Calibri" size="3">Blurb</font></span></strong></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;"><font face="Calibri" size="3">This seminar explores the connections that can be made between how we assess students in STEM (science, technology, engineering and maths) disciplines and nurturing an orientation to wider society, by which we mean a sense of interconnectedness between oneself and others. From a critical theory perspective, education should facilitate movement from a conception of the individual as autonomous towards the individual as a member of a larger society. We describe a longitudinal study among chemistry and chemical engineering undergraduate students at universities in the UK, South Africa and the USA. Only a very small number of students display any orientation to society through their responses to assessment tasks. This result is surprising, and somewhat distressing, because there are a number of socially-related assessment tasks within the curricula of most programmes researched. Thus it becomes evident that more may be required to achieve higher education oriented to society and social justice than simply the deliberate inclusion of socially-related activities in the curriculum or as assessment tasks.</font></span></p><p style="margin:0px;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;"><font face="Calibri" size="3"> </font></span></p><p style="margin:0px;text-align:justify;"><font size="3"><span lang="EN-GB" style="margin:0px;color:black;"><font face="Calibri">This seminar is a small part of a large project is entitled ‘Understanding Knowledge and Student Agency’ is an international collaboration led by Prof Paul Ashwin at Lancaster University. Margaret Blackie will deliver the seminar, but the paper which is currently under peer review is authored by Jan McArthur, Margaret Blackie, Nicole Pitterson and Kayleigh Rosewell</font></span><span style="margin:0px;color:black;font-family:"times new roman", serif;">. </span></font><span lang="EN-GB" style="margin:0px;color:black;"></span></p><p style="margin:0px;"><span lang="EN-GB" style="margin:0px;"><font color="#000000" face="Calibri" size="3"> </font></span></p><p style="margin:0px;"><font face="Calibri"><font size="3"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;">Time: </span></strong><span lang="EN-GB" style="margin:0px;color:black;">13:00-14:00 on 25 March 2021 on MS Teams</span></font></font></p><p style="margin:0mm 0mm 0pt;text-align:justify;"><span lang="EN-GB" style="margin:0px;color:black;font-family:calibri, sans-serif;"><font size="3"> </font></span></p><p style="margin:0px;"><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;font-size:18pt;">Microsoft Teams meeting</span><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;"><font size="3"> </font></span><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;"></span></p><p style="margin:0px;"><strong><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;font-size:10.5pt;">Join on your computer or mobile application</span></strong><strong><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;"><font size="3"> </font></span></strong></p><p style="margin:0px;"><span style="margin:0px;"><span style="margin:0px;color:#6264a7;font-family:"segoe ui semibold", sans-serif;font-size:10.5pt;"><a href="https://teams.microsoft.com/l/meetup-join/19:meeting_OGI5NTNmNzYtZjgyYy00NThjLTkyNDUtNjk0YzgxNThhMjAz%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%22f3909e14-ca94-4c3c-9374-d55727728f53%22%7d" target="_blank"><span style="margin:0px;color:#6264a7;"><span style="text-decoration:underline;">Click here to join the meeting</span></span></a></span></span><span style="margin:0px;color:#252424;font-family:"segoe ui", sans-serif;"><font size="3"> </font></span></p><p style="margin:0px;"> </p><p style="margin:0mm 0mm 0pt;text-align:justify;"><font size="3"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;font-family:calibri, sans-serif;"></span></strong></font></p><p style="margin:0mm 0mm 0pt;text-align:justify;"><font size="3"><strong><span lang="EN-GB" style="margin:0px;color:#2e74b5;font-family:calibri, sans-serif;">Enquiries:</span></strong><span lang="EN-GB" style="margin:0px;color:black;font-family:calibri, sans-serif;"> Anthea Jacobs (</span><span style="margin:0px;"><span lang="EN-GB" style="margin:0px;font-family:calibri, sans-serif;"><a><span style="text-decoration:underline;"><font color="#0563c1">jacobsa@sun.ac.za</font></span></a></span></span><span lang="EN-GB" style="margin:0px;color:black;font-family:calibri, sans-serif;">) </span></font> <strong></strong><font size="3"></font><font color="#000000"></font><font face="Times New Roman"></font></p>
Celebrating Teaching & Learning @ SU in 2020https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7899Celebrating Teaching & Learning @ SU in 2020Dr Karin Cattell-Holden<p style="text-align:center;"><strong>​Celebrating Teaching & Learning @ SU in 2020</strong><br><strong> </strong></p><p style="text-align:justify;">Teaching and learning at Stellenbosch University (SU) during 2020 was celebrated virtually on 3 December. The annual SU Teaching Excellence Awards ceremony was expanded beyond the Teaching Excellence Awards to include the awarding of the SU Teaching Fellowships, the national TAU Fellowships, and the SoTL Conference prize-winners. This year the 2019 SoEL short course participants as well as the PREDAC 2020 participants were also included.</p><p style="text-align:justify;">Opening the proceedings, SU Rector and Vice-Chancellor, Prof. Wim de Villiers, described both the challenges and the opportunities that emergency remote teaching, learning and assessment held during 2020. He expressed his appreciation of all SU lecturers, but especially congratulated the “teaching champions" who would be receiving awards, prizes or certificates during the event.  </p><p style="text-align:justify;">In his official address, Prof. Arnold Schoonwinkel, outgoing Vice-Rector: Learning and Teaching, outlined the prominent position of excellence in teaching and learning at SU. Describing the opportunities available to lecturers to enhance their professional learning, such as the annual SoTL conference, the FINLO/FIRLT grants and the Scholarship of Educational Leadership (SoEL) course, Prof. Schoonwinkel emphasised the presence of a teaching trajectory at the University. This trajectory could culminate in an academic becoming a leaderly teaching scholar, taking their knowledge and experience of teaching and learning beyond SU to contribute to the national and international scholarship of teaching and learning.</p><p style="text-align:justify;">Presenting the awards and certificates, Prof. Schoonwinkel stressed the importance of celebrating lecturers' “outstanding achievements" despite the exceptional challenges posed by the Covid-19 pandemic. He congratulated three new national <strong>TAU (Teaching Advancement at University) Fellows</strong> at SU: Prof. Faadiel Essop (Department of Physiological Sciences, Faculty of Science), Prof. Ashraf Kagee (Department of Psychology, Faculty of Arts and Social Sciences) and Dr Marianne McKay (Department of Viticulture and Oenology, Faculty of AgriSciences). These three academics will attend the TAU Fellowship Programme from 2021 to 2022.</p><p style="text-align:justify;">Prof. Schoonwinkel also announced four new <strong>SU Teaching Fellows</strong>: Dr Taryn Bernard (Extended Degree Programme, Faculty of Arts and Social Sciences), Prof. Debby Blaine (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering), Ms Gretha Steenkamp (School of Accountancy, Faculty of Economic and Management Sciences), and Prof. Susan van Schalkwyk (Director: Centre for Health Professions Education, Faculty of Medicine and Health Sciences). These Fellows, who are excellent teachers and scholars of teaching and learning, will have the opportunity to spend a consistent period of time, with various forms of support, to focus on a research project in teaching and learning in their field of interest.  </p><p style="text-align:justify;"><strong>SU Teaching Excellence Awards</strong> for 2020 were received by eight lecturers. Dr Margaret Blackie (Department of Chemistry and Polymer Science, Faculty of Science) received an award in the category 'Distinguished Teacher'. In the 'Developing Teacher' category the following seven lecturers were awarded:<br>·       Dr Alexander Andrason (Department of Ancient Studies, Faculty of Arts and Social Sciences),<br>·       Dr Marenet Jordaan (Department of Journalism, Faculty of Arts and Social Sciences),<br>·       Dr Tobi Louw (Department of Process Engineering, Faculty of Engineering),<br>·       Mr Juan Ontong (School of Accountancy, Faculty of Economic and Management Sciences),<br>·       Dr Ilse Rootman-le Grange (Faculty of Science),<br>·       Dr Martin Venter (Department of Mechanical and Mechatronic Engineering, Faculty of Engineering), and<br>·       Dr Shantelle Weber (Department of Practical Theology and Missiology, Faculty of Theology).</p><p style="text-align:justify;">The following papers, presented at the <strong>SoTL Conference 2020</strong>, judged the best in various categories, were also announced:<br>·       Research track: “Strategies to teach graduate attributes – a scoping review" – by the late Dr Alwyn Louw and Dr Tiana Schultz<br>·       Innovation track: “Class recordings in a post-graduate financial accounting course: Student perceptions" – by Ms Gretha Steenkamp and Mr Alwyn Visser<br>·       Reflection Track: “Unintended benefits of an e-block toward clinical competence in physiotherapy" – by Ms AMS Schmutz, Dr Alison Lupton-Smith and Dr Marianne Unger.<br>·       Delegates' Choice: “Institutional obstacles to authentic transformation at Stellenbosch University" – by Dr Anita Jonker<br>·       Best PREDAC Poster (as voted by the conference delegates): “<a href="file:///C:/Users/claudias2/Documents/Virtual%20TL%20event/Communication%20Eng%20CTL%20website%20Ceremony%202020.docx"><span style="text-decoration:underline;">Twenty-first-century learning: Keeping up with Gen Z</span></a>" by Dr Marlon le Roux & Dr Ethel Phiri</p><p>Nine leaderly teaching scholars in the SoEL (Scholarship of Educational Leadership) short course 2019 were awarded certificates. Prof. Mary-Ann Plaatjies van Huffel will receive her certificate posthumously.<br></p><p style="text-align:justify;">Lastly, 62 academics who completed the <strong>PREDAC short course in 2020</strong> were awarded certificates and encouraged to <span style="background:white;margin:0px;color:#333333;font-family:"calibri",sans-serif;font-size:10.5pt;">continue with their teaching journeys, aiming at receiving a teaching excellence award in future</span>.  </p><p style="text-align:justify;">More information about the TAU Fellowships, the SU Teaching Fellowships and the SU Teaching Excellence Awards is available from Dr Karin Cattell-Holden, <span style="text-decoration:underline;">kcattell@sun.ac.za</span>. Information about the SoTL conference and the PREDAC short course is available from Dr Anthea Jacobs, <span style="text-decoration:underline;">jacobsa@sun.ac.za</span>, and Charmaine van der Merwe (<span style="text-decoration:underline;">cvandermerwe@sun.ac.za</span>), respectively. Further details of the SoEL short course can be requested from Dr Nicoline Herman (<span style="text-decoration:underline;">nherman@sun.ac.za</span>) or Dr JP Bosman (<span style="text-decoration:underline;">jpbosman@sun.ac.za</span>).   <br><br><strong>Photographs:</strong><br>Top row from left to right:  Prof Alexander Andrason, Dr Marenet Jordaan, Dr Tobi Louw, Mr Juan Ontong, Dr Ilse Rootman-le Grange<br>Middle row from left to right:  Dr Martin Venter, Dr Shantelle Weber, Dr Margaret Blackie, Prof. Faadiel Essop, Prof. Ashraf Kagee<br>Bottom row from left to right:  Dr Marianne McKay, Prof. Susan van Schalkwyk, Prof. Debby Blaine, Dr Taryn Bernard, Ms Gretha Steenkamp<br></p>
SoTL Virtual Conference 2020https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7818SoTL Virtual Conference 2020Anthea Jacobs<p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><strong style="margin:0px;line-height:20.8px;">​​SoTL Virtual Conference 2020: Giving and receiving care should be at the heart of our efforts to create an institutional landscape of care</strong></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">“At SU, thanks to your complete dedication and hard work on the academic project, we stopped nothing. You responded to the challenges with agility, resilience and innovation, as the papers at this conference will testify.”<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">This was the message of Prof Arnold Schoonwinkel, Vice-Rector: Learning and Teaching at Stellenbosch University (SU), during the opening session of the 13th annual and first ever virtual Scholarship of Teaching and Learning (SoTL) conference, on Wednesday 04 November 2020.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Against the background of an extremely challenging year, Schoonwinkel emphasised how important this conference was in demonstrating institutional care for all role players in the teaching and learning (T&L) project, thereby aligning to the theme of the conference - “Celebrate, Appreciate and Reflect on our COVID-19 experiences in the e-environment”, abbreviated as CARe. Schoonwinkel also reminded conference delegates that the conference theme appears to relate to learning and teaching functionalities, but it of course also underscores how we live out SU’s core values of excellence, compassion, accountability, respect and equity, known by a very similar acronym, ECARE.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Scholars and teachers from various faculties at SU had 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, and coordinated by the Centre for Teaching and Learning.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">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.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Participation has grown exponentially since its inception in 2007, with 53 presentations and 299 registered participants attending this year, all in the online space for the very first time.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Instead of the customary conference keynote speaker, there was a CARe-note panel this year, to align with the conference theme. The purpose of the CARe-note was to create a shared and reflective space where the voices of management, lecturers, professional support staff and students could be heard. These were presented in the form of most authentic and sincere digital stories. Professors Koopman and Rewitzky, representing University Management, discussed how management responded to the care needs of staff and students, and showed compassion in many different and diverse ways. Representatives from the Professional Academic Support Staff Environment reflected on the challenging but enormously rewarding care work done, highlighting the central position of team work. The student voices spoke to the positive, open and caring responses from the university to the needs of students, which enabled them to “function effectively and survive”.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">During the closing session of the conference, delegates had the opportunity to participate in brainstorming activities about the future actions of care giving and care receiving at the structural and cultural levels of the university. These conversations chartered a way forward as we endeavour to create an institutional landscape of care.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">A definite highlight of the closing of the conference was the announcement of the winners of the best presentations. The following papers were adjudged the best in various categories:<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">·       Research track: “Strategies to teach graduate attributes – a scoping review” – by the late Dr Alwyn Louw and Dr Tiana Schultz</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">·       Innovation track: “Class recordings in a post-graduate financial accounting course: Student perceptions” – by Ms Gretha Steenkamp and Mr Alwyn Visser</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">·       Reflection Track: “Unintended benefits of an e-block toward clinical competence in physiotherapy” – by Ms AMS Schmutz, Dr Alison Lupton-Smith and Dr Marianne Unger.</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">·       Delegates’ Choice: “Institutional obstacles to authentic transformation at Stellenbosch University” – by Dr Anita Jonker</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">·       Best PREDAC Poster (as voted by the conference delegates): “Twenty-first-century learning: Keeping up with Gen Z” by Dr Marlon le Roux & Dr Ethel Phiri</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">All the conference sessions and presentations were recorded and are available on the <a href="https://teams.microsoft.com/l/team/19:4551c73cef864d61a69433aea03def37%40thread.tacv2/conversations?groupId=f5a800c2-4962-4621-9d75-1d429c262178&tenantId=a6fa3b03-0a3c-4258-8433-a120dffcd348" target="_blank" style="color:#0072c6;text-decoration:none;">SoTL Conference MS Teams Platform</a>. Also visit the conference website at <a href="http://www0.sun.ac.za/sotl/" target="_blank" style="color:#0072c6;text-decoration:none;">http://www0.sun.ac.za/sotl/</a> for more information about the rest of the conference programme and to access abstracts from all the presentations. <br><br></p>
Tribute to Dr Alwyn Louwhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7783Tribute to Dr Alwyn LouwCTL colleagues<p>Tribute to Dr Alwyn Louw </p><p><span lang="EN-US">We at the Centre for Teaching and Learning (CTL), along with the rest of the Stellenbosch University (SU) student and staff community, mourn the loss of our colleague Dr Alwyn Louw.</span></p><p><span lang="EN-US">Alwyn had a keen interest in and a significant influence on learning and teaching research and innovation aimed at enhancing students’ learning experiences. He was passionate about students and an exceptional teacher, as is evidenced by his having received the First-year Achievement Award numerous times over the years. First-year students in the Faculty of Medical and Health Sciences nominate for recognition the lecturer who has influenced their academic success the most during the often challenging first year of study. Dr Louw’s passion, insight and experience changed and touched the lives of many students in the extended degree programme.</span></p><p><span lang="EN-US">Over the years he had received several grants from the Fund for Innovation and Research in Learning and Teaching (FIRLT), which attests to his dedication to this calling. He often partnered with colleagues and was eagerly invited to participate in research, as his knowledge, expertise and generosity were highly appreciated. As a result of his successful FIRLT projects he often presented at the annual SU Scholarship for Teaching and Learning (SoTL) Conference, and was again scheduled to co-present a paper – which has been shortlisted as a potential prizewinning presentation – at this year’s virtual SoTL Conference.</span></p><p><span lang="EN-US">While these academic accolades are noteworthy, what most of us will remember Alwyn for is his warm-hearted, friendly, kind, generous and approachable personality. Meeting Alwyn in lecture halls, passages or his office, one would be greeted with a ready laugh, an open smile and an inviting nature. We will miss him dearly.​</span></p>