Integrating writing development in curricula: writing intensive project case studies
- Authors: Thomson, Carol I
- Date: 2017
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59580 , vital:27628
- Description: These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
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- Date Issued: 2017
Curriculum in the context of transformation: reframing traditional understandings and practices
- Authors: Voster, Jo-Anne
- Date: 2016
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59557 , vital:27626
- Description: Curriculum is central to the pedagogic project of the university, and like all aspects of education, it is underpinned by values, beliefs and ideologies. Curriculum choices are made based on what disciplines and professions value and what academic departments and / or individual academics find interesting and believe to be useful for students to learn and know. Decisions about how to teach and assess curriculum knowledge is very often made on the basis of lecturers’ preferences and beliefs about good teaching and learning. At the current conjuncture, academics in South African higher education are also called upon to take into account a number of transformation imperatives when making curriculum choices. The case studies in this collection present examples of how some lecturers at Rhodes University are thinking about curriculum in the context of cur - rent educational concerns and show some of the ways in which they attempt to ensure that greater epistemological access becomes a reality for more students.
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- Date Issued: 2016
Teaching and learning with technology: reframing traditional understandings and practices
- Authors: Tshuma, Nompilo
- Date: 2016
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59569 , vital:27627
- Description: This publication is a collection of case studies outlining examples of how lecturers at Rhodes University have carefully considered and selected technologies to address a range of teaching and learning challenges. In each case, the selection of the learning technology has been driven by a particular learning challenge, with student engagement and enhancement of learning as the main goals. The lecturers have utilised technology as one of several tools in the learning process. Each case study emphasises that even with students’ technological abilities and the masses of information readily available online, the teacher is still indispensable (Laurillard, 2013) for planning, facilitating, guiding and scaffolding learning with technology. For the sake of clarity, some of the details in the case studies may have been omitted or slightly changed.
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- Date Issued: 2016
Assessment in higher education: reframing traditional understandings and practices
- Authors: Clarence, Sherran , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59534 , vital:27624
- Description: The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods and approaches. These case studies were drawn from the assignments and portfolios that they completed as part of the summative assessment for the courses they attended. The purpose of the case studies is pedagogic and to illustrate a range of assessment practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
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- Date Issued: 2015
Evaluation of teaching and courses: reframing traditional understandings and practices
- Authors: Belluigi, Dina Z
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59546 , vital:27625
- Description: This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feed- back on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged. The purpose of the case studies is pedagogic and to illustrate a range of practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
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- Date Issued: 2015