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SU Teaching Fellowships 2023https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10300SU Teaching Fellowships 2023Dr Karin Cattell-Holden<p>​​<br></p><p style="text-align:justify;">T<span style="font-family:raleway;">he SU Teaching Fellowships offer eminent academics with a track record of involvement with teaching-learning-assessment (TLA) and the Scholarship of Teaching and Learning support and opportunities over one to three years to enhance and share their TLA expertise at the departmental, faculty and institutional level. </span></p><p style="text-align:justify;"><span style="font-family:raleway;">The University has awarded 20 fellowships since the inception of the project in 2009. In 2023 two new Fellows joined the current cohort of Prof. Susan van Schalkwyk (CHPE, FMHS), Prof. Deborah Blaine (Engineering), Prof. Gretha Steenkamp (EMS), Dr Taryn Bernard (FASS) and Dr Marnel Mouton (Science):</span></p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong>1.</strong>       <strong>Prof. Dennis Francis</strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;">Prof. Francis is Professor of Sociology in the Faculty of Arts and Social Sciences and an internationally recognised scholar of teaching and learning. Their research and teaching focus on the sociocultural dimensions of gender and sexualities, in particular how educational structures, discourses and practices reproduce cisheteronormativity and social inequality, and how these are also resisted and challenged. </span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;">Prof. Francis' first-year students reflect on their experiences of the heteronormative-dominated South African schooling and society. In their project for this teaching fellowship Prof. Francis analyses these stories to gauge how students navigate, resist and disrupt these educational spaces and norms. Prof. Francis specifically investigates how students in a first-year Sociology module construct queer and trans youth, respond to homophobia and transphobia in educational spaces, and conceptualise social change in relation to these issues. </span></p><p style="text-align:justify;"> <br></p><p style="text-align:justify;"><span style="font-family:raleway;">The impact of Prof. Francis' fellowship will be far-reaching, not only advancing the scholarship of teaching and learning at SU but also enhancing critical reflection on social and institutional norms that foster exclusion, thereby contributing to meaningful institutional transformation.</span></p><p style="text-align:justify;"> </p><p style="text-align:justify;"><span style="font-family:raleway;font-size:14px;"><strong>2.</strong>      <strong>Prof. Nicola Plastow</strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;">Prof. Nicola Plastow is Professor of Occupational Therapy in the Faculty of Medicine and Health Sciences. She is a renowned researcher of teaching and learning in the context of mental health and well-being in adulthood and old age, using a social justice approach which includes critical citizenship as a pedagogy. </span></p><p style="text-align:justify;"><span style="font-family:raleway;">The aim of Prof. Plastow's fellowship project is to establish and then evaluate the impact of a community interaction project that promotes social participation and occupational justice for older people living in Bishop Lavis. Prof. Plastow will develop a new clinical placement opportunity for her students at a retirement home for independent living older people, challenging – and transforming – students' perspective on ageing, older people, and life in a low-income area of Cape Town so that they discover new ways of being an occupational therapist.</span></p><p style="text-align:justify;"><span style="font-family:raleway;">Prof. Plastow's project is strongly linked to SU's focus on making a difference in society. It will enhance teaching and learning at SU by developing the graduate attributes of becoming a dynamic professional and engaged citizen. The project will not only have a marked effect on students' learning in terms of their studies but also on their professional lives and their lives as caring and aware members of society. </span></p><p style="text-align:justify;"><span style="font-family:raleway;"><br></span></p><p style="text-align:justify;"><span style="font-family:raleway;">For more information about the Teaching Fellowships, please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za">kcattell@sun.ac.za</a>. <br><br></span></p><p><br></p>
HELTASA "[un] Conference" 2023https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10298HELTASA "[un] Conference" 2023Dr Anthea H M Jacobs<p>​​​<br></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-size:16px;font-family:raleway;"><strong>HELTASA (Un)Conference 2023 Highlights</strong></span></p><p style="text-align:justify;"><span class="ms-rteForeColor-1" style="font-size:16px;"><strong><br></strong></span></p><p style="text-align:justify;"><span style="font-family:raleway;">The 2023 HELTASA (Un)Conference, hosted by Northwest University (NWU) at their Vanderbijlpark campus, took place from 24 to 26 October. The (un)conference was a hybrid event with 212 in-person participants and 108 online participants. There were 86 different presentations, workshops, critical dialogues, posters and panel sessions. The theme of the (un)conference was “Celebration of Scholarship: Connecting the Lights", with subthemes centred on teaching, learning and assessment (TLA) experiences, digital transformation in higher education (HE), scholarship in HE, and HE TLA practices in changing times. </span></p><p style="text-align:justify;"><span style="font-family:raleway;">In his opening address, Prof Robert Balfour (NWU Deputy Vice-Chancellor: Teaching and Learning) challenged participants to take the opportunity of the post-Covid moment to ask themselves what they could be doing differently in terms of teaching, learning and assessment. This would entail being present in the moment and reminding ourselves that our TLA practices are our personal brand. A question for participants to reflect on was, “How does *this* improve the student experience?"</span></p><p style="text-align:justify;"><span style="font-family:raleway;">A highlight from the second day was students voicing their opinions at the panel discussion on Generative AI in HE. The conversations emphasised that, even though embracing this technology may give you an edge, it is a double-edged sword that may hinder individuality. A panellist noted the important fact that Generative AI loves to teach. We, therefore, need to think about how we can use it to extend our TLA practices. Another highlight from day two was a panel discussion of the implications of 'publish or perish' for scholarship in HE and how emerging researchers can approach publishing in different ways. And, of course, the gala dinner was a highlight for some participants. During this event, the Teaching Advancement at Universities (TAU) Award for 2023 was awarded to Prof Elmarie Costandius from Stellenbosch University.</span></p><p style="text-align:justify;"><span style="font-family:raleway;">A highlight from day three was the critical dialogue on disruption and the scholarship of teaching and learning. Through song, dance, words and actions, participants creatively explored the (un)conference methodology as a disruption of scholarship and TLA practices.</span></p><p style="text-align:justify;"><span style="font-family:raleway;">Over the three days, HELTASA delegates came together as a community of HE educators, students, thinkers and innovators to explore, disrupt boundaries, and connect their thinking. This event was a success due to the active participation of delegates and their passion for HE TLA. A special thank you goes to the NWU organising team. HELTASA encourages members and participants to continue the conversations, share the knowledge gained, and implement the insights gathered during the (un)conference.​<br></span></p><p><br></p>
University of Bath visits SU Division for Learning and Teaching Enhancement (DLTE)https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10260University of Bath visits SU Division for Learning and Teaching Enhancement (DLTE)Dr Nicoline Herman<p>From October 18 to 20, a delegation from the Centre for Teaching and Learning at the University of Bath visited Stellenbosch University. Their visit kicked off with a warm welcome dinner at the historic De Volkskombuis, hosted by Sarah van der Westhuizen and Sarah Richmond from the Stellenbosch University International Office (SUI). The guests were treated to an array of authentic South African cuisine, setting the tone for a fruitful exchange.</p><p>On Thursday, October 19 Dr Rob Eaton (Curriculum Development Manager) Ms Abby Osborne (Assessment and Feedback Development Lead), and Ms Stephanie Kamffer (Project Officer), started the deliberations by sharing their innovative strategies and methodologies in teaching-learning-assessment (TLA). They also discussed the professional development of lecturers for their TLA. The ensuing discussion revealed several areas of mutual interest between the University of Bath and Stellenbosch University.</p><p>In the afternoon, the DLTE introduced the Bath counterparts to the functions and operations of its five units – the Centre for Teaching and Learning (CTL), Centre for Learning Technologies (CLT), Language Centre (LC), Academic Planning & Quality Assurance (APQ), and Hybrid Learning (HL).</p><p>The morning of October 20 was dedicated to further exploring common TLA ground and discussing potential collaborations between the two institutions. The visit was not only productive but also marked the beginning of what promises to be an enriching partnership.<br></p><p>​<br></p>
SU Teaching Fellowships 2024https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10244SU Teaching Fellowships 2024Dr Karin Cattell-Holden<p>​<br><br></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">Teaching fellowships were initiated at Stellenbosch University (SU) in 2009 to provide an opportunity for outstanding academics to develop their teaching expertise and to stimulate the growth of the Scholarship of Teaching and Learning at the University. The University has awarded 20 fellowships since then.</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">The University Capacity Development Plan (UCDP) will be funding <strong style="text-decoration:underline;">two more teaching fellowships from 1 January 2024</strong>.</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">The fellowships offer eminent academics with a track record of involvement with teaching-learning-assessment (TLA) and the Scholarship of Teaching and Learning support and opportunities over one to three years to enhance and share their TLA expertise at the departmental, faculty and institutional level. The fellowships also offer academics who would like to follow a professional teaching trajectory an opportunity to consolidate and extend their research on and knowledge of TLA.</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">The core of a fellowship is a research project which could focus on any aspect of TLA, including macro-aspects such as programme or curriculum renewal, or more micro-aspects such as redesigning the assessment of a module or investigating innovative classroom interventions.</span></p><p style="color:#000000;font-size:medium;"></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">Prospective applicants need to bear in mind that the aim of a teaching fellowship is not to introduce academics to the Scholarship of Teaching and Learning. In-depth knowledge and application of the Scholarship of Teaching and Learning are essential to undertake a research project on the level of a teaching fellowship.</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">The closing date for applications for the 2024 teaching fellowships is <strong style="text-decoration:underline;">17 November 2023</strong>.</span></p><p style="color:#000000;font-size:medium;"></p><p style="color:#000000;font-family:"times new roman";font-size:medium;text-align:justify;"><span style="font-family:raleway;">For more information, including the stipulations of the fellowships and the application form, please contact Dr Karin Cattell-Holden at <span style="text-decoration:underline;">kcattell@sun.ac.za</span>.</span><br></p><p>​<br></p>
Reimagine higher education teaching, learning and assessment practices in the age of AIhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10224Reimagine higher education teaching, learning and assessment practices in the age of AICorporate Communications and Marketing<p>​Artificial intelligence (AI) is rapidly developing, with significant and potentially disruptive implications for the global education sector.  <br></p><p>​The Division for Learning and Teaching Enhancement at Stellenbosch University (SU) has designed an edX-based four-course professional certificate series to support higher education (HE) professionals, teachers and stakeholders as they navigate the impact of AI, and generative AI (GenAI) specifically, in higher education. The professional certificate (AI in Higher Education) will assist a range of HE practitioners to re-imagine and reposition teaching, learning and assessment practices relative to AI. They will develop an understanding of current thinking about the purposes of HE, teaching learning and assessment practices and AI literacies, with a focus on cultivating academic integrity and promoting responsible AI use. In summary, this fully online offering provides new ways of thinking about our relationship with machines. </p><p>As the commercial world digests the pros and cons of AI, the HE sector is deeply engaging with questions on how it will shape (and is already shaping) teaching, learning and assessment. The ease of access to emerging GenAI, such as those offered by OpenAI, has left many HE educators uncertain, with HE institutions' responses ranging from banning the use of tools such as ChatGPT to fully embracing it.    </p><p><em>We are conceptualising learning as a partnership between students, educators, and – if used responsibly – with emerging technologies such as AI. </em><em>We cannot deny the ubiquitous nature of AI -systems now and certainly in future. It is our responsibility to proactively consider which values will equip our graduates in such a future where AI is to play an integral role in their professions, their lifelong learning and their lived experiences</em>. – Dr Antoinette van der Merwe, Senior Director: Division for Learning and Teaching Enhancement at SU.</p><p>​As institutions are still formulating their response to the disruption of AI, HE practitioners must face the practical implications of a world where education is probably set to become a collaborative endeavour between humans and machines. <br></p><p>Prof Deresh Ramjugernath, SU's Deputy Vice-Chancellor: Learning and Teaching, calls on higher education teachers and other interested stakeholders to join SU in this important conversation. “We are excited to contribute proactively to the dialogue on AI usage in higher education and encourage you to enrol for this topical StellenboschX offering," he says.<br></p><p>Participants can plan to invest five to eight hours per topic, for each course to be completed in a three-week period (although courses are completely self-paced and allow for more flexibility in terms of completion). Participants may access all the content without a paywall, or opt-in for a paid-for certificate. With this StellenboschX model, Stellenbosch University aims to increase its accessibility to its academic offerings and is proud to present this relevant professional certificate to a global audience.       <br></p><p>Click <a href="https://www.edx.org/professional-certificate/stellenboschx-ai-in-higher-education?utm_medium=partner-marketing&utm_source=pressrelease&utm_campaign=Aiinhighered&utm_content=Aicoursepage"><strong>here</strong></a><strong> </strong>to view the StellenboschX course page that provides a more detailed overview of the content. </p><p> </p><p>​<br></p>
TLA Seminar: Embedding student graduate attributes in accounting educationhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10178TLA Seminar: Embedding student graduate attributes in accounting educationDr Karin Cattell-Holden<p style="text-align:justify;">​<span class="ms-rteFontFace-8" style="color:#000000;font-size:14pt;"><strong>You are invited to attend the next quarterly TLA (teaching, learning and assessment) seminar offered by the Division for Learning and Teaching Enhancement. This will be the last seminar for 2023.</strong></span></p><p style="text-align:justify;"><br></p><p style="text-align:justify;"><strong class="ms-rteForeColor-1" style="font-size:14pt;">Speaker</strong><strong class="ms-rteForeColor-1" style="font-size:14pt;">:</strong> <span style="font-size:14pt;">Prof. Gretha Steenkamp (School of Accountancy, Faculty of Economic and Management Sciences) (SU Teaching Fellow)</span><br></p><p style="text-align:justify;"><strong class="ms-rteForeColor-1" style="font-size:14pt;">Topic:</strong> <span style="font-size:14pt;">Embedding student graduate attributes in accounting education</span> </p><p style="text-align:justify;"><strong class="ms-rteForeColor-1" style="font-size:14pt;">Date:</strong> <span style="font-size:14pt;">19 October 2023</span><br></p><p style="text-align:justify;"><strong class="ms-rteForeColor-1" style="font-size:14pt;">Time:</strong> <span style="font-size:14pt;">13:00-14:00</span><br></p><p style="text-align:justify;"><strong class="ms-rteForeColor-1" style="font-size:14pt;">Venue:</strong> <span style="font-size:14pt;">Room 3008, Faculty of Education (GG Cillié Building)</span><br></p><p style="text-align:justify;"><span style="font-size:14pt;"><br></span></p><p style="text-align:justify;"><span style="font-size:14pt;"><strong class="ms-rteForeColor-1" style=""><em>This is a face-to-face seminar which will also be streamed. To reserve a seat, please RSVP Roshnique Pharo: </em></strong><strong class="ms-rteForeColor-1" style="">rdaniels@sun.ac.za</strong><strong class="ms-rteForeColor-1" style=""><em> or</em></strong><strong class="ms-rteForeColor-1" style=""> (021) 808 3717. </strong><strong class="ms-rteForeColor-1" style=""><em>To join the seminar online, please use the following link</em></strong><strong><span class="ms-rteForeColor-1" style="">:</span> </strong><a href="https://teams.microsoft.com/l/meetup-join/19:meeting_NjJlNmUxMzMtYjM4Ny00OTE5LWE4MjctYjRiZmMyODI2NmI3%40thread.v2/0?context=%7b%22Tid%22:%22a6fa3b03-0a3c-4258-8433-a120dffcd348%22%2c%22Oid%22:%229aea225e-2694-4b85-a41e-2a62fdb3040f%22%7d"><strong>Click here to join the meeting</strong></a><strong> </strong></span></p><p style="text-align:justify;"><span style="font-size:14pt;"><strong><br></strong></span></p><p><strong class="ms-rteForeColor-1" style="font-size:14pt;">Summary of seminar</strong></p><p style="text-align:justify;"><span style="font-size:14pt;">Accountants are expected to have well-developed non-technical skills (Tsiligiris & Bowyer, 2021). Non-technical skills, such as ethics, citizenship, critical thinking, communication and teamwork, can be viewed as graduate attributes and their development should be integrated into the core technical modules of an academic programme (Barrie, 2007; Miller & Willows, 2023; Terblanche & De Clercq, 2021). The seminar will focus on a case study at the School of Accountancy, where programme renewal was undertaken to embed the development of the CA2021 graduate attributes into the academic programme. Several innovations will be discussed, including a critical thinking block in first year, a workshop on relational and decision-making acumen, developing citizenship values through social innovation upskilling, employing blended active learning, and a student portfolio of evidence on the graduate attributes to facilitate reflection. The case study provides evidence on how graduate attributes can be embedded into the core technical modules of an academic programme, and could be useful for educators in other disciplines. </span> </p><p style="text-align:justify;"> </p><p><strong class="ms-rteForeColor-1" style="font-size:14pt;">Biography of speaker</strong></p><p style="text-align:justify;"><span style="font-size:14pt;">Gretha is an associate professor and the deputy director: Social Impact and Transformation at the School of Accountancy. She is a SU Teaching Fellow and the project leader for the implementation of the CA2021 competency framework, issued by the South African Institute of Chartered Accountants (SAICA), at the School of Accountancy. Her research interests include accounting education and corporate governance.</span></p><p style="text-align:justify;"> </p><p><strong class="ms-rteForeColor-1" style="font-size:14pt;">References</strong></p><ul style="text-align:justify;"><li><span style="font-size:14pt;">Simon C. Barrie (2007) A conceptual framework for the teaching and learning of generic graduate attributes. <em>Studies in Higher Education</em>, 32:4, 439-458, DOI: 10.1080/03075070701476100</span></li><li><span style="font-size:14pt;">Taryn Miller & Gizelle Demarie Willows (2023) Preparing accounting students to be responsible leaders. <em>Accounting Education</em>. DOI: 10.1080/09639284.2023.2228291</span></li><li><span style="font-size:14pt;">E.A.J. Terblanche & B. De Clercq (2021) A critical thinking competency framework for accounting students. <em>Accounting Education</em>, 30:4, 325-354, DOI: 10.1080/09639284.2021.1913614</span></li><li><span style="font-size:14pt;">Vangelis Tsiligiris & Dorothea Bowyer (2021) Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education. <em>Accounting Education</em>, 30:6, 621-649, DOI: 10.1080/09639284.2021.1938616​<br></span></li></ul><p style="text-align:justify;"><span style="font-size:14pt;"><strong><br></strong></span></p><p style="text-align:justify;"><span style="font-size:14pt;"><br></span></p><p style="text-align:justify;"><span style="font-size:14pt;"><strong></strong>​<br></span></p><p style="text-align:justify;">​<br></p>
Elsabe Daneel Communication Workshops 2023https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7981Elsabe Daneel Communication Workshops 2023Claudia Swart<p><strong>​​​​​​​​​​​​​​​​​​​​ELSABÉ DANEEL COMMUNICATION WORKSHOPS</strong></p><p>Elsabé Daneel is a well-known television presenter and television and movie actress and has produced and acted in many theatre productions. She is a producer, director and presenter of corporate videos as well as documentaries for kykNET and M-Net.</p><p>As communication and media strategist, she conducts communication workshop titled <em>Communication IQ</em>. These fun-filled and practical workshops in communication and projection skills are geared for corporate clients, television and radio presenters, actors, public speakers, educators, students, academic personnel, etc. </p><p>Elsabé will offer one communication workshop for Stellenbosch University <span style="text-decoration:underline;"><strong>academic (lecturing)</strong></span> staff during 2023.  <br></p><p><strong>Participants can look forward to the following during the workshop:</strong><br>·            Grasping communication jargon<br>·            Discovering the ABC of the communication process<br>·            Evaluating your strong and weaker points as a communicator<br>·            Making communication models work for you<br>·            Sussing out the technicalities that influence the communication process<br>·            Recognising the role of personal style <br>·            Thriving on body language <br>·            Experimenting with vocalics <br>·            Indulging in relaxation techniques that work<br>·            Packaging your verbal message<br>·            Establishing rapport <br>·            The dynamics of communication<br>·            Tips for highly effective communicators<br>·            Using technology in the classroom as part of the 'flipped classroom method'<br>·            Communicating effectively via online lectures.</p><p><em><strong>When:</strong></em><br>26 September<br></p><p><strong><em>Time:</em></strong><br>13:00 to 17:00<br><em><strong> </strong></em><br><em><strong>Where:</strong></em><br>Skuilhoek, 41 Victoria Street.<br><strong> </strong><br><strong>There are only 10 places available per workshop.</strong><br><em> </em><br><em>Please contact Claudia Swart (claudias2@sun.ac.za) for more information and to book your seat!</em><br></p>
Talking Transformative Assessmenthttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10135Talking Transformative AssessmentMagriet de Villiers<p><strong class="ms-rteForeColor-1" style="color:#424242;font-family:calibri, sans-serif;font-size:10pt;"><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;"><strong><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-feature-settings:inherit;margin:0px;padding:0cm;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-attachment:initial;background-origin:initial;background-clip:initial;text-decoration-line:underline;">​​<a href="https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Artificial-Intelligence-and-other-AI---academic-integrity-in-assessment-e28cjdg/a-aa8vdq7" title="https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Artificial-Intelligence-and-other-AI---academic-integrity-in-assessment-e28cjdg/a-aa8vdq7" target="_blank" style="border:0px;font:inherit;margin:0px;padding:0px;vertical-align:baseline;">Talks @ Stellenbosch University</a></span></strong>​</span></strong><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:black !important;">’s</span><span style="font:inherit;border:0px;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;"> </span><span style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;">latest episode of DLTE’s “Talking Transformative Assessment” podcast series, Elzette le Roux and Hanelie Adendorff (Centre for Teaching and Learning) engage in a thought-provoking conversation with Magriet de Villiers from the Centre for Learning Technologies. This installment deals with academic integrity, a crucial subject in higher education, especially in the age of AI. Whilst considering what this “AI”, academic integrity, is and how it relates to assessment as well as the other “AI” in the room, they touch on topics such as ownership, responsibility, and “whose business” academic integrity is.  </span></p><p style="margin-bottom:0px;color:#424242;background-color:#ffffff;font-size:10pt;font-family:calibri, sans-serif;"><span style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;">Tune in and join the conversation about academic integrity and its intricate ties to the world of transformative assessment.</span></p><p class="x_xmsonormal" style="color:#000000;background-color:#ffffff;margin:0cm;font-size:10pt;font-family:calibri, sans-serif;"><br></p><p class="x_xmsonormal elementToProof" style="background-color:#ffffff;margin:0cm;font-family:calibri, sans-serif;"><span class="ms-rteThemeForeColor-3-0 ms-rteFontSize-1" style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;">Image under license by /freepik.com</span></p><p><br><br></p><p>​<br></p>
TLA Seminar: Curriculum Renewal: Balancing Clinical Competence and Critical Skills Developmenthttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10098TLA Seminar: Curriculum Renewal: Balancing Clinical Competence and Critical Skills DevelopmentDr Karin Cattell-Holden<p></p><p style="text-align:justify;"><span style="font-size:18px;"><strong style="color:#333333;font-family:raleway, trebuchet, helvetica;background-color:#ffffff;"><strong>You are invited to attend the next quarterly TLA seminar offered by the Division for Learning and Teaching Enhancement </strong></strong></span></p><p><span style="background-color:transparent;font-family:raleway;font-size:16px;"><br></span></p><p style="text-align:justify;"><strong style="color:#333333;font-family:raleway, trebuchet, helvetica;font-size:16px;background-color:#ffffff;"><strong></strong></strong><span style="background-color:transparent;font-size:18px;font-family:raleway;"><span class="ms-rteForeColor-1"><strong>Speake</strong><strong>r</strong></span><strong>:</strong> </span><span style="color:#000000;font-size:medium;background-color:transparent;font-family:raleway;">Prof. Marianne Unger (Division of Physiotherapy, Faculty of Medicine and Health Sciences) </span><span style="color:#000000;font-size:medium;background-color:transparent;font-family:raleway;">(</span><span style="color:#000000;font-size:medium;background-color:transparent;font-family:raleway;">SU Teaching Fellow)</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="background-color:transparent;font-family:raleway;"><span class="ms-rteForeColor-1" style="font-size:18px;"><strong>Topic:</strong></span> Curriculum Renewal: Balancing Clinical Competence and Critical Skills Development</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="background-color:transparent;font-family:raleway;"><span class="ms-rteForeColor-1" style="font-size:18px;"><strong>Date:</strong></span> 31 August 2023</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="background-color:transparent;font-family:raleway;"><span class="ms-rteForeColor-1" style="font-size:18px;">​</span><span class="ms-rteForeColor-1" style="font-size:18px;"><strong>Time:</strong></span> 12:45-14:00</span></p><p style="text-align:justify;"><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span class="ms-rteForeColor-1" style="font-size:18px;">​</span><span style="color:#000000;font-size:medium;"><span class="ms-rteForeColor-1" style="font-size:18px;"><strong>Venue:</strong></span> Room 3008, Faculty of Education (GG Cillié Building)</span></span></p><p style="text-align:justify;"><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span style="color:#000000;font-size:medium;"><br></span></span></p><p style="text-align:justify;"><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span style="color:#000000;font-size:medium;"><em class="ms-rteForeColor-1"><strong>This is a face-to-face seminar and limited seating is available. RSVP Roshnique Pharo:</strong></em></span></span></p><p style="text-align:justify;"><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span style="color:#000000;font-size:medium;"><strong class="ms-rteForeColor-1">rdaniels@sun.ac.za</strong><em class="ms-rteForeColor-1"><strong> or</strong></em><strong class="ms-rteForeColor-1"> </strong></span></span><strong style="color:darkred;font-size:medium;text-decoration-style:solid;text-decoration-color:#8b0000;background-color:transparent;font-family:raleway;">(021) 808 3717</strong></p><p style="text-align:justify;"><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span style="color:#000000;font-size:medium;"><strong class="ms-rteForeColor-1"><br></strong></span></span></p><p><span style="background-color:transparent;font-size:16px;font-family:raleway;"><span style="color:#000000;font-size:medium;"></span></span></p><p style="color:#000000;font-size:medium;"><span style="font-family:raleway;"><strong class="ms-rteForeColor-1" style="font-size:18px;">Summary of seminar</strong><br></span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">The increasing demand for producing graduates capable of making a difference requires professional programs in health sciences to help students learn skills and develop attributes that extend beyond clinical competence. An already overloaded curriculum and student and staff wellness are currently major threats to the success of our physiotherapy program. However, problem-based learning provides an opportunity for students to develop the critical skills of collaboration, communication, leadership, advocacy and scholarship (Yew & Goh, 2016) while simultaneously learning physiotherapy and developing clinical competence. Bringing real-world problems into the classroom provides those tipping moments for transformation (Mezirow, 2018). If carefully designed and starting on day one of year one, the issues of fragmentation, compartmentalisation, and the transfer paradox, typical of hierarchical modular curricula, can be addressed (Frerejean et al., 2022).</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">In this seminar I share with you our journey, the how and why and the challenges in our efforts to develop competent physiotherapists AND critical citizens.<br></span></p><p style="color:#000000;font-size:medium;text-align:justify;"><br style="font-family:raleway;"></p><p><span class="ms-rteForeColor-1" style="font-family:raleway;font-size:18px;"><strong>Biography of speaker</strong></span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">Prof. Marianne Unger is a passionate lecturer in physiotherapy offering 27 years of experience, having served on and chaired various committees including undergraduate program- and research ethics committees. She has a PhD degree in paediatric neurology with a special interest in better understanding movement strategies for improved interventions in children with cerebral palsy. Concerned about future physiotherapy practice and education, she furthered her training in T&L and recently completed an SU teaching fellowship. Prof. Unger drives their program’s curriculum renewal and is excited to discover new and innovative methodologies to better students’ experiences while preparing them for the changing scope of future physiotherapy practice.<br></span></p><p style="color:#000000;font-size:medium;text-align:justify;"><br style="font-family:raleway;"></p><p style="font-size:medium;"><span class="ms-rteForeColor-1" style="font-family:raleway;"><strong>References</strong></span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">· Frerejean, J., Dolmans, D.H., & van Merrienboer, J.J. (2022). Research on instructional design in the health professions: from taxonomies of learning to whole‐task models. Researching Medical Education, 291-302.</span></p><p style="color:#000000;font-size:medium;text-align:justify;"><span style="font-family:raleway;">· Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.</span></p><p style="color:#000000;font-family:"times new roman";font-size:medium;text-align:justify;"><span style="font-family:raleway;">· Yew, E.H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79.</span><br></p><p style="color:#000000;font-family:"times new roman";font-size:medium;text-align:justify;"><span style="background-color:transparent;color:#444444;font-family:"segoe ui", segoe, tahoma, helvetica, arial, sans-serif;font-size:13px;">​</span></p><p>​<br></p>
Is ChatGPT and AI the end of assessment as we know it?https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10074Is ChatGPT and AI the end of assessment as we know it?Dr Jan Petrus Bosman<p><b style="font-family:raleway;color:#61223b;text-decoration:underline;">​</b><a href="https://eur03.safelinks.protection.outlook.com/?url=https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Is-ChatGPT-and-AI-the-end-of-assessment-as-we-know-it-e271cvq&data=05%7c01%7c%7c114c9e39733340720aa308db8f52e23e%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c638261358367655466%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=mtyYgZjAwXqn7BEgxSSTztFcsvfD/2YSb7WTlwvrGZ0%3D&reserved=0" target="_blank" rel="noopener noreferrer" data-auth="Verified" title="Original URL: https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Is-ChatGPT-and-AI-the-end-of-assessment-as-we-know-it-e271cvq. Click or tap if you trust this link." data-linkindex="0" style="border:0px;font-stretch:inherit;font-size:14.6667px;line-height:inherit;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;background-color:#ffffff;text-decoration:underline;"><span style="font-family:raleway;"><b style="color:#61223b;"><span style="color:#61223b;">Talks @ Stellenbosch University</span></b> </span></a><span style="color:#242424;font-size:14.6667px;background-color:#ffffff;font-family:raleway;">recently included an episode on the topic “Is ChatGPT and AI the end of assessment as we know it?”. In this podcast, Jan Petrus Bosman, Director of the Centre for Learning Technologies, talked to Hanlie Adendorff (Centre for Teaching and Learning) and Elzette le Roux about this very important question. He shares his insight and perspectives on the rise of generative artificial intelligence systems (like ChatGPT) and the implications of this new (but actually old) “kid on the block” for higher education and specifically assessment. The conversation takes interesting twists and turns as the story of the influence of technology on human practices like education unfolds. The audience is invited to think critically about the reality of now having machines that can enhance or thwart long-standing traditions and practices (like the typical university exam or essay) in higher education. Listen at your leisure and stay informed!</span>​​<br></p>