Related Papers
A critical reflection on centring students: Intentionally integrating academic professional learning and student success practices.
2024 •
Danie de Klerk
Academic Learning Professionals (ALPs) and Student Success Professionals (SSPs) play a key part in the way higher education responds to and grapples with complex contexts and disruptions to learning and teaching. In this chapter, the authors argue for a more intentional and structured integration of the work done by ALPs and SSPs, drawing on their insights and reflections from working in these areas over several years. They contend that to make a meaningful shift to studentcentredness as the South African higher education sector transitions to blended learning and teaching, the work of ALPs and SSPs must be made to intersect. Through critical reflection and by drawing on Gibbs' (1988) cyclical reflective model, the authors explore how integrating the work of ALPs and SSPs, through the intentional centring of students' holistic needs, is key to equipping academics with the insight and awareness required for student-centredness, with the aim of enhancing students' prospects of success.
African Sun Media Press, Stellenbosch
STUDENT PEER SUPPORT INITIATIVES IN HIGHER EDUCATION: A COLLECTION OF SOUTH AFRICAN CASE STUDIES
2022 •
Subethra Pather
This book provides practical examples of how students could be engaged in high-impact practices to support student retention and success. It is a good resource for Higher Education institutions making use of students in peer support initiatives. It aims to provide support for academics and professional units that are involved in student peer support initiatives. It also encourages readers to engage in critical inquiry into holistic student care and development to advance student success and retention.
Disruptions in higher education: Impact and implication
Higher Education in the melting pot: Emerging discourses of the Fourth Industrial Revolution and decolonisation
2021 •
Chinaza Mose
Teacher education is the nexus of the education system. In this chapter, we aim to add to the discourse on the decolonisation of teacher education in the South African context. Teacher education in HEIs prepares prospective teachers, the pre-service teachers, with the necessary training for desired educational goals. Hence, teachers have an important role to develop learners who can responsively fit and relevantly develop their immediate environments. Learners are to be provided with knowledge and skills that apply to the realities of their environment. This implies that teacher education must also prepare pre-service teachers with knowledge and skills that are appropriate for the tasks; therefore, the need to decolonise teacher education becomes necessary. The minds of students need to be decolonised for realities around them by the teacher educators who can be flexible in classroom teaching for the desired change in the society. The call for decolonisation of education in HEIs of South Africa has become prominent amongst scholars to dismantle the present Eurocentric-dominated knowledge and to engage students with a decolonised curriculum that will embrace and promote Africanisation and Indigenous Knowledge.
Reimagining the Success Discourse in a Higher Education Institution in South Africa: Potential Cum Laude and Summa Cum Laude Undergraduate Students’ Perspectives
2023 •
Randhir Rawatlal
African Sun Media eBooks
Spaces, journeys and new horizons for postgraduate supervision
2018 •
Magda Fourie-Malherbe
Online Submission
Walking a Tightrope: The Balancing Act of Learning Advising. Refereed Proceedings of the 2007 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand. Volume 3
2008 •
Emmanuel Manalo
Developing Inclusive Environments in Education
Redesigning Blended Courses Using the Universal Design for Learning Framework
2023 •
Kofi Nseibo
In striving to make education more inclusive to all students, partly because of the student protests and the impact of the COVID-19 pandemic on teaching and learning, the University of Cape Town (UCT) is developing models for blended learning that can improve students' learning and success. This intent directs the Centre for Innovation in Learning and Teaching to lead in a Redesigning Blended Courses project supported by Including Disability in Education in Africa research unit, on the use of Universal Design for Learning (UDL) as a flexible approach with multiple learning pathways. This chapter reports on the inclusive teaching and learning practices that were adopted for a course in Disability Studies drawing upon the UDL framework. The Disability Studies short course is presented as a case study for implementing and promoting the inclusion of students with disabilities for access, participation, and success. The authors consider the development of a contextually relevant unde...
Online Submission
Shifting Sands, Firm Foundations: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (Auckland, New Zealand, November 18-20, 2009). Volume 5
2010 •
Lily George
South African Journal of Higher Education
The management of student success in extended curriculum programmes: A case study of the University of Pretoria’s Mamelodi Campus, South Africa
2021 •
Nthabiseng Ogude
Embedding academic literacy skills: Towards a best practice model
Quentin Allan, Robyn McWilliams
Co-author: Robyn McWilliams
