Dylan Cromhout, an ECP lecturer in Marketing Department in the Faculty of Business and Management Sciences and one of the Foundation Special Interest Group (SIG) convenors at CPUT, attended this years’ HELTASA conference. He offers some reflections on his engagement at the conference.
The 2017 Heltasa conference was hosted by DUT and took place in Durban at the Coastlands Hotel in Umhlanga from 21 – 24 November. The theme of the conference was “Higher Education Well-Being: Transcending Boundaries Reframing Excellence.” The subthemes included:
Greater purpose of higher education;
Access and parity of participation;
Reframing student success;
Enriching the Curriculum;
Knowledge in the academy.
The keynote speakers included:
Professor Bal Chandra Luitel from Katmandu University: “Developing education research as/for transformative preofessional development: A case of (post)graduate education research programme for greater good;”
Professor Yusuf Waghid from Stellenbosch University: “Towards a university in becoming: revisiting deliberation, responsibility and cosmopolitanism;” and
Professor Stephanie Allais from the University of the Witwatersrand: “The Value of the lecture in higher education pedagogy.”
I attended a pre-conference workshop about “Integrating technology in Higher Education,” where I learnt about using Google Docs and Edpuzzle to facilitate more effective learning. It was a good interactive sessions where we could effectively engage with our co-participants.
I also attended many of conference presentations; ranging from decolonizing the curriculum (a big theme at the conference), student well-being, e-learning, innovation in teaching and learning, #Feesmustfall, MOOCs, open education resources, and collaborative online learning. Overall it would seem that lecturers and researchers around the country are asking similar questions and pursuing similar means to solve the array of challenges found in Higher Education. A key focus remains on what effective teaching and learning means and what benefits it might yield for students.
I also facilitated a Foundation Special Interest Group (SIG) session as I was one of the out-going convenors at CPUT. The session was attended by numerous foundation and extended curriculum lecturers and researchers. I gave a presentation where I shared what CPUT, as convernor institution, had been doing for the past two years. Colleagues across the sector then shared and described activities and approaches undertaken within the Extended/ Foundation programmes at their institutions. As the out-going convenor I also had to oversee the selection of a new convenor institution and the establishment of an National SIG Executive Committee. This committee will be made up of one person from each institution. The new SIG convening institution is the University of the Free State who will oversee the activities of the SIG for the next two years. A description of this meeting is captured in the SIG blog and can be accessed via the link. (Click for blog post and video).
Besides the SIG session and the many interesting and thought-provoking presentations it was also good to catch up with old Heltasa “friends” and colleagues in-between sessions and over lunch .The conference ended off with a Gala dinner where some colleagues were honoured with teaching excellence awards. Colleagues from all over South Africa spent the rest of the evening dancing and boogieing to the live band playing 70s and 80s music.
When the ECP Unit at Fundani was approached by Prof Harry Ballard, HoD for the department of Public Administration and Governance, to assist with conceptualizing their ECP offering, little did we know we would be embarking on a 18 month-plus curriculum design and development journey. The first workshops with Prof Ballard and his ECP staff started in May/June 2016. Last week marked the final formal workshop with lecturers who will implement the new curriculum and ECP model in 2018. Throughout the process the PAG Foundation lecturing team, which is currently comprised of Megan Alexander (Year coordinator), Andre Cornelius and Robert Schultz, displayed a level of tenacity and interest essential to ensuring that the initial idealistic conceptualisations would eventually be translated into concrete curriculum and pedagogic methods and strategies.
The impetus for the renewal process was the realisation that the Extended Model used in the PAG diploma wasn’t adequately serving the needs of the ECP students. When staff conducted a detailed student profiling exercise, they soon realised that the existing curriculum was misaligned to the educational needs of students joining both the mainstream and ECP programmes. The NBT testing in March this year, confirmed this assessment and provided evidence that over 80% of students completing Business related ECP courses, including those in PAG, needed extensive and foundation support with both academic and quantitative literacies. Furthermore students were often unsure about what it meant to be a public servant and the central role of public administration in effective and efficient government practice. Making the shift to a new curriculum model was not, however, a seamless process as lecturers were very unfamiliar with the Foundation Model, having only ever been exposed to the Extended Model. They therefore grappled with making the paradigm shift to a curriculum model that prioritizes issues of student transition (both to learning in the university and becoming familiar with the field of practice), seeks to provide foundational conceptual understanding and breaks with the content typically taught at first year level.
Once over this major ‘threshold concept’, the possibilities presented by the new curriculum model become clearer. We received much insight and guidance from colleagues in the faculties of Applied Sciences (Gert Griesel) and Informatics and Design (Amanda Morris), who have successfully been implementing the Foundation Modelfor years. Through a series of workshops the new PAG Foundation lecturers were also exposed to various educational theories and principles linked to curriculum design, teaching, learning and assessment approaches. These workshops offered both moments of challenge and inspiration but vitally, the whole process allowed lecturers to gain valuable experience about the complex business of curriculum design and development. Being so intimately involved in the process of designing the curriculum, also mean increased levels of ownership and commitment to the ideals and intentions captured in the curriculum. The development process also involved high levels of collaboration between the lecturers, an approach that will be carried through in the strongly integrated approach adopted for the PAG Foundation year.
Currently the team is feverishly busy with finalizing their subject guides and developing course readers for students. In the new year, they will share the overarching aims and learning objectives that underpin their new curriculum and what pedagogic and assessment strategies will guide the implementation process with their 2018 ECP cohort.