Editorial
- Schudel, Ingrid J, Le Grange, Lesley, Reddy, Chris
- Authors: Schudel, Ingrid J , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Authors: Schudel, Ingrid J , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation
- Authors: Belluigi, Dina Z
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66943 , vital:29003 , https://doi.org/10.1016/B978-1-84334-655-5.50001-5
- Description: publisher version , Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.
- Full Text: false
- Authors: Belluigi, Dina Z
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66943 , vital:29003 , https://doi.org/10.1016/B978-1-84334-655-5.50001-5
- Description: publisher version , Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.
- Full Text: false
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