???Au?xin Resou??rces 2022
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Inter?national License.??
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?Au?xin Resou??rces 2022
?
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Inter?national License.???
? 4 October 2022????
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| In recent years, the social dimension of higher education has emerged as a central concern atin several institutions. The role of the university has developed beyond the production and dissemination of knowledge. Today, ; it is increasingly addressing the responsibility of higher education institutions are increasingly expected to serveexercise their role as an engine forf social transformation and growth, meeting the different individual and social needs of a world increasingly aware of its diversity (Péerez, 2009, p. 8). This change has resulted in, among others aspects, in the concept of u肆客足球 sSocial rResponsibility (, or USR) – that . This concept establishes that the u肆客足球, as an institution, has the function tof contributeing to the development and improvement of the community, and constantly rethinking its position and function in society. This is achieved by offering educational services based on following tthe principles of ethics, social commitment, and the promotion of sound values, ultimately being accountable to society. Given that Therefore, the entirewhole body of teaching staff, includingers must be aware of their role, given that university professors, are part of the engine of change, they. must be aware of their role.
This presentation aims to raise awareness among university teaching staffers about their role as agents of social change. Itrs, discussesing key aspects of USR in terms of related to the integrationg of diversity both withinside and outside the university, and applying thisit toin the curriculaum of all fields of study. ?
isiXhosa: |
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? 23 August 2022????
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| The SU Teaching & Learning Policy states that holistic development of students involves integrating the curriculum and co-curriculum. The co-curriculum fulfils a role in graduate attributes acquisition, linking graduate attributes to a competency framework for implementation through in and out-of-class learning experiences for non-degree purposes. Wide varieties of co-curricular activities are available for students’ holistic development. At SU, co-curricular learning is competency-based, to allow for the development and assessment of capabilities which articulate with the world of work, with society and social justice, and with disciplinary knowledges.
This presentation covers the Co-curriculum Office’s journey from 2018 to present in developing a robust and well researched Competency Framework to further strengthen student capabilities in implementing in-and out-of-class learning experiences to facilitate the acquisition of the graduate attribute as defined by Stellenbosch 肆客足球. The Co-curriculum Office received FINLO funding in 2020 towards exploring the development of competency assessment tools for use in the co-curriculum as well as the curriculum. Research (e.g. Dreyfus, Miller, Ten Cate, Van der Vleuten, McClelland, Prifti); a series of competency design workshops together with practical work has been over time to develop competency-based assessment skills and tools. This project is a South African first within an academic environment, that will achieve the full integration of curriculum & co-curriculum experiential learning with behavioural assessment rubrics in learning design. ? isiXhosa: Umgaqo-nkqubo wokuFunda nokuFundisa weYunivesithi yase-Stellenbosch (SU) uthi, uphuhliso olupheleleyo lwabafundi lubandakanya ukudibanisa ikharityhulam kunye nekharityhulam eyimfihlo. Ikharityhulam eyimfihlo izalisekisa indima ekufumaneni iimpawu zesidanga, esinxulumanisa iimpawu zesidanga kwisakhelo sobuchule sokuphunyezwa angaphakathi nangaphandle kwamava okufunda eklasini, ngeenjongo ezingezizo zesidanga. Iindidi ngeendidi zemisebenzi yekharityhulam eyimfihlo ziyafumaneka ukulungiselela uphuhliso olupheleleyo lwabafundi. Funda kaba?nzi apha...? |
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? 26 July 2022????
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| Being able to navigate the world of information is a necessity at university level for students and staff alike – understanding how to do research, the resources that are available and being able to evaluate the resources in your own context is a skill that many need to master to be able to make it through their university degree. It is sometimes assumed that this skill is learnt as a by-product of assignments and results, but it should be highlighted that the university has a (hidden) treasure trove of expertise to teach these crucial skills: librarians. Librarians are involved at the request of lecturers to help improve students’ ability to find, understand and evaluate information, amongst other information literacy skills. These skills can equip students to excel in their studies from first year, if the faculty involve librarians. We would like to showcase how librarians have been involved in teaching within the university, and share some of the successes and skills that perhaps are not widely known to inspire more faculty to collaborate successfully with their librarians. We would also like to share these so that faculty realise they do not need to be experts in this field, and that they have support in teaching skills such as referencing, reading academic information, evaluating information and more. Through such partnerships, not only do the faculty and the library benefit from it, but the students feel more equipped to be able to navigate. To quote from the majority of students after their first session with a librarian: “Why wasn’t I taught this in first year?” ? isiXhosa Ukukwazi ukuzula-zula kwihlabathi lolwazi kuyimfuneko kwinqanaba leyunivesithi kubafundi nabasebenzi ngokufanayo– ukuqonda indlela yokwenza uphando, izibonelelo ezifumanekayo nokukwazi ukuvavanya izibonelelo kumxholo wakho sisakhono ekufuneka abaninzi basazi ukuze bakwazi ukuphumelela kwisidanga saseyunivesithi. Maxa wambi kucingelwa ukuba obu buchule bufundwa njengemveliso evela kumsebenzi omiselweyo kunye neziphumo, kodwa kufuneka igxininiswe into yokuba iyunivesithi inobuncwane (obufihliweyo) bobuchule bokufundisa ezi zakhono zibalulekileyo: oonocwadi. Funda kabanzi apha...? |
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? 24 May 2022????
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| These factors affect individuals’ interaction within the institutional cultural milieu and can either enhance or inhibit relationships and individual growth (Farmer, 2021). For a shift in institutional culture where not everyone feels welcome, differences in teaching and learning of students and academics entering universities must be taken into account (Behari-Leak, 2017). Addressing inequality and various discomforts at multiple levels in the context of the institution can aid in shifting institutional culture. Staff involved in teaching and learning may need to start considering their roles and their engagement with those with whom they share teaching and learning spaces.
Critical reflection about our interactions on various levels is a vital part of teaching and learning, especially where practitioners aim to interrogate their agency (Farmer, 2021; Herman, 2015; Kahn et al., 2012). Reflection is not only thinking; it is also actively speaking, conversing, writing and drawing. I propose that staff may find autoethnographic or reflexive activity can play a significant part in building their portfolios to “move beyond theory” in their “professional learning” (Leibowitz et al., 2016; Winberg & Pallitt, 2016) and learn new ways to engage their students’ thinking. Various modes of reflection can encourage interrogation of practices and interactions and that we all can impact how higher education evolves (Farmer, 2021). ? |
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? 12 April 2022????
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? 29 Marc?h 2022????
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? 22 February 2022??
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