The First Year Experience (FYE) was the focus of a recent symposium hosted at Saretec by the Fundani Centre for Higher Education Development (CHED).

The event delved into a number of interesting topics around the FYE and attendees included retention officers and mentors from various campuses as well as staff members.

Dr Annsilla Nyar, Director of the South African National Resource Centre for the First-Year Experience and Students in Transition, was one of three keynote speakers.Her address was titled: Shifting our thinking about the First-Year Experience and issues of student retention and success: some important questions.

She said the field of FYE has grown significantly in a matter of years but was “still a work in progress”.

Nyar commended CPUT for being one of the institutions that have been at the forefront in keeping the FYE alive.

Dr Soraya Motsabi, FYE Coordinator at the University of Johannesburg was the second keynote speaker and focused her address on preparing students for the Fourth Industrial Revolution through FYE.

The third keynote speaker was Dr Subethra Pather, teaching and learning specialist in the office of the Deputy Vice-Chancellor: Academic at the University of the Western Cape. Her address was titled: I heard it through the Grapevine: First Year Student Transition.

Dr Nosisana Mkonto, institutional coordinator for the FYE at CPUT, thanked staff members, retention officer, mentors, the various units and “champions” in the faculties who are all contributing to the FYE at CPUT.

Written by Ilse Fredericks
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Fundani Centre for Higher Education Development recently held a regional colloquium to discuss scholarship, research and academic literacies in the South African context.

The colloquium provided a space for collegial engagement among the universities in the Western Cape to participate in a conversation that attempted to mark-out, reclaim and re-assert a possible role for an academic literacies research perspective within their higher education context.

The colloquium brought together an interesting mix of established scholars and emerging voices connected by their adoption and use of an academic literacies perspective to frame and direct their explorations of student writing and learning in the South African higher education context.

Held at the Cape Town Hotel School, the colloquium also featured academic literacies expert Mary Lea, a Reader in Academic and Digital Literacies in the Institute of Educational Technology at the Open University in the UK, as a respondent.

Academic literacies is a field of enquiry which emerged in the mid-1990s and focuses on student writing in higher education.

Deputy Vice-Chancellor: Learning and Teaching, Prof Anthony Staak, says the majority of students who enter universities are not able to write and read at the level which is required at university and providing support to them was taken seriously at CPUT .

“Fundani is at the centre of most of these efforts,” added Staak.

Written by Kwanele Butana
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To give expression to the status and principles of its language policy, CPUT has launched a multilingual glossary website.

The discipline-specific glossaries feature definitions of key terminology in English, isiXhosa and Afrikaans.

The online platform allows its registered users to search the glossary of a faculty and discipline of their choice by entering the English term and indicating whether they need an isiXhosa or Afrikaans translation.

The Language Unit’s Linda Manashe says all the translated terms were verified before they were loaded onto the website. 

The website was launched during a the Advancing knowledge through Multilingual Glossaries Language Indaba, which was hosted by the Language Unit, a division of the Fundani Centre for Higher Education Development.

Delivering the keynote address, Dr Langa Khumalo, Director of Language Planning and Development at the University of KwaZulu-Natal, says language is at the heart of human existence and is a central feature linked with identity.

“Thus the exclusion of indigenous languages as languages of instruction in South Africa is a denial of basic human rights,” says Khumalo.

He says the intellectualization of indigenous languages involves the enrichment of their lexicon and that the South African higher education sector wants to improve them as the kernel of academy.

He discussed the process of intellectualising IsiZulu which was followed by his university as well as the technologies that were developed as a result. He says the university will soon be launching a National Corpus, Term Bank and Lexicon App in isiZulu.

The Multilingual Glossary website can be accessed at: http://mlg.cput.ac.za/

Written by Kwanele Butana
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Multilingualism in Higher Education was the focus of a recent Language Indaba hosted at CPUT.

Presented by CPUT’s Language Working Group in collaboration with Fundani Centre for Higher Education Development’s Language Unit, the event at the Granger Bay Hotel School attracted about 45 delegates from various parts of the country including curriculum officers, language specialists, academics and researchers.

The event focused on viable strategies and possible interventions that could improve access to learning.

Delivering the keynote address, Prof Russell Kaschula, Head of School of Languages at Rhodes University, said multilingualism underpins academic work.

 “Language is an environmental resource and not just a linguistic one,” Kaschula said when discussing the decrease of users of some indigenous South African languages.

He cited an author who predicted that endangered languages would die in 100 years’ time and that in 500 years’ time only English will be spoken in the world.

He suggested the inclusion of African Language proficiency as a requirement in professional training.  

Welcoming the delegates, Prof Anthony Staak, Deputy VC: Academic, told the gathering that the majority of CPUT students do not have English as their home language but that the university’s official medium of instruction is English.

“We know that this forms a major barrier to a student’s understanding of the difficult concepts in his or her field of study, particularly in the increasingly multilingual context of higher education,” says Staak.

CPUT’s Dr Monwabisi Ralarala and Dr Ernest Pineteh presented a research paper which found that international students struggle to adjust to a new and foreign educational system, both linguistically and culturally.

Written by Kwanele Butana
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The Fundani Centre for Higher Education Development (CHED) recently hosted the annual Research Innovation in Teaching and Learning Conference (RITAL) to discuss and debate teaching, learning, curriculum and assessment issues related to higher education.

The one-day conference funded by the University Capacity Development Grant (UCDG), was themed: Beyond the Pandemic: Rethinking and Revitalising our Pedagogical Practices in Higher Education Institutions was held on the Granger Bay Campus.

The RITAL conference brought together academics across the disciplines who are interested in discussing teaching, learning, curriculum and pedagogical practices beyond the COVID-19 pandemic at CPUT.

The Research Coordinator at Fundani, Dr Najwa Norodien-Fataar, who chaired the conference, said their aim was to enable academics to rethink and revitalise their roles as lecturers beyond the pandemic. Academics who were recipients of the Research Innovation Fund in Teaching and Learning (RIFTAL) also presented their research findings to the CPUT academic community. Approximately 60 academics attended the conference and participated in debates on various teaching, learning, curriculum and assessment matters. The conference attracted academics from the Faculty of Applied Sciences, the Faculty of Engineering and the Built Environment and the Faculty of Education.

“A key concern for all academics is to use technology meaningfully by placing pedagogy at the centre of student learning. Several presentations focused on pedagogy as central to productive learning at universities. A crucial aspect of pedagogy is to ensure that students engage with knowledge in a dialogical manner between lecturers and students and between students and students,” Norodien-Fataar observed.

The Director of the Centre for Excellence in Learning and Teaching at the Durban University of Technology, Prof Mncedisi Maphalala, delivered a keynote address which was titled: Re-imagining Higher Education online learning environments Post Covid-19 and beyond: A self-directed learning Perspective.

Teaching Excellence Award winner Dr Sweta Patnaik, from the Faculty of Engineering and the Built Environment, also provided a presentation and focused on how she consistently sought feedback from students regarding their understanding of the subjects she teaches. Patnaik emphasised that she always looked for innovative ways to ensure students learn effectively.

“A crucial message of the conference was to emphasise pedagogy as central to student learning. Several presentations focused on the relationship between pedagogy and technology-enhanced learning and how to ensure access to knowledge through our mixed, blended, and contact delivery modes,” Norodien-Fataar observed.

One of the presenters, Prof Jessy van Wyk, Head of the Department: Food Science and Technology, said the conference was “an enormous success, in my opinion”. “What really impressed me was the amount as well as the scope of the work done by so many staff at CPUT around delivering quality and student-centred Learning, Teaching and Assessment (LTA) to our students. The scope covers a healthy mix of one, research based on tried-and-tested methods (e.g., the Socratic method) as well as new theories and methods (with a particular focus on the digital space) and two, implementing those methodologies in the classroom and laboratories and evaluating the impact towards continuous improvement.”

In her presentation, Van Wyk stated that her department was able to develop new curricula aimed at producing graduates that are job-ready, practitioners capable of complex practice such as enhanced graduate employability. “Successfully developing and delivering these curricula are facilitated by the depth of experience in the department, as well as input from our wide network of partnerships, with industry, local and international universities.”

Click the RITAL blog link for more information: https://blogs.cput.ac.za/rital/

Written by Aphiwe Boyce
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Dr Xena Cupido, the newly appointed Director at the Fundani Centre for Higher Education Development, says her appointment is not only a victory for herself but for all women in the higher education sector.

“Much has been said about the under-representation of women in higher education, so for me, this certainly is a great professional development opportunity,” says Cupido. “But not just for me alone, for other women too who aspire for professional development and growth in higher education."

She adds that along the way of her professional development there had been several wonderful role models from which she learnt a great deal with some big shoes to fill. “But I am ready for the challenge, grateful and excited about the possibilities,” she enthuses.  

“I am very excited and thankful to have been considered for the new role and look forward to working with my colleagues across the University community as we navigate through this very difficult time,” says the former Acting Head of the Fundani’s Student Learning Unit. “In 2020 we experienced unprecedented disruptions as a result of the COVID-19 pandemic, forcing us to rapidly think of alternative ways to complete the academic year.”

She argues that the lockdown regulations saw the University community, for the first time ever, sharing common experiences of displacement, dispossession and uncertainty. 

“It is this shared experience that has heightened the need for deeper engagement between the University, staff and students,” adds Cupido. “So, this is both an exciting and daunting time in higher education.

“I welcome the opportunity to be a part of this next phase, where we begin to rethink University spaces and the role we can play as academic developers.  In this new appointment, I hope to continue to pursue innovative strategies that keep moving us forward.”

She says that the pace at which we had to adapt to the current circumstances has been rapid, but during this transition, the University community became more attuned to the wellbeing of staff and students and the efforts required to teach and learn remotely.  Cupido discusses her plans for the new role she assumed at Fundani at the beginning of the month. “Working collaboratively across disciplines where we are able to co-create teaching and learning experiences that are responsive to the needs of the University community is key.”

She says that this requires of the University to adopt an inquiry-based approach, an academic fluidity that will see lecturers able to develop new skills to enact a humanising and transformative pedagogy. “It is therefore  important that we remain mindful of the very real and continuing inequities that create barriers to access and success, from which we all have to learn, unlearn and re-learn as the only constant.” 

Written by Kwanele Butana
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A group of students in the Biomedical Sciences Department showcased their skills and creativity during a recent multilingual video project.

With the aim of helping to address the lack of educational resources available in many of our official languages, Extended Curriculum Programme students were tasked with creating an educational video in their home language (excluding English).

The video had to be targeted at future first-year students studying immunology and cell biology.

The students worked in groups and their videos were recently screened to their peers.

Senior lecturer, Dr Lisa Graham, said the main objectives were for students to develop a deeper understanding of the subject matter and to foster a sense of pride and responsibility, “as they were contributing to transformation in the Higher Education sector”.

“Generating a multilingual library containing educational videos about scientific topics which are generally only discussed in English is an additional bonus.”

The project was initiated as a concept for a community engagement project when Graham was doing the Teacher Development Programme in 2018.

“The Service-Learning Department encouraged me to register the project and it was piloted in 2019. The pilot was a great success and initiated the development of our own departmental YouTube channel. These videos are published on the channel and serve as a learning aid for current and future students.”

Graham said she was very proud of the videos the students produced. “The students were innovative and brave, took full responsibility and initiative and put care into the project. I feel the results align wonderfully with the graduate attributes we wish to foster at CPUT – enhancing technological capability and foresight, fostering resilience and problem-solving capabilities, and improving relational and ethical capabilities of the participants. I am very excited about the future of this project.”

The Fundani Centre for Higher Education Development: Language Unit’s Nomxolisi Jantjies and Alexa Anthonie assisted with the project.

“Since the scripts are indigenous languages, our unit assists with quality checking and ensuring that the language used is within context. In cases where scripts are developed in languages other than English, Afrikaans and isiXhosa we source external language experts to quality check.”

Jantjies said the videos were a great way for students to showcase their creativity and their contribution to knowledge production.

“It is evident that a lot went into producing the videos. What was more amazing is that they were able to transfer knowledge using indigenous languages, languages that are often thought of as lacking for scientific thought. The students demonstrated that with collaboration it is possible to create field-specific content in indigenous languages while also contributing in documenting these languages.”

Students described the experience as a wonderful learning experience, which taught them more about their topics as well as new words.

“I learnt more than I expected and it was a great experience,” said student Bukho Joni.

The project was showcased at the 2022 CPUT Language Indaba:

Written by Ilse Fredericks
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Today, the global community is celebrating the International Day of Sign Languages in order to raise awareness of the importance of sign language in the full realisation of the human rights of people who are Deaf.

The theme for 2022 is: “Sign Language Unites Us”

The International Day of Sign Languages is celebrated on 23 September by the United Nations since the World Federation of the Deaf (WFD) was founded on this day in 1951. September is also the International Month for Deaf People.

In joining the commemoration, The Fundani Centre for Higher Education Development (CHED) and the Disability Unit (DU) warmly welcomed President Ramaphosa’s announcement regarding South African Sign Language (SASL) becoming the country’s 12th official language earlier in the year.

The two units pledge to continue their joint efforts in advocating for the institutionalisation of SASL (South African Sign Language) at CPUT so that registered as well as potential students with varying degrees of hearing loss may benefit from this. Dr Amanda Ismail, the Head of Department at the Disability Unit, noted that “The Deaf Community at large advocated and lobbied for a very long time for SASL to be recognised as an official language. This will certainly have great advantages for them, including greater accessibility and inclusivity to important opportunities, services and resources.”

Ismail explained that CPUT’s Disability Unit is a multi-functional support service point that strives to implement an accessible and welcoming learning environment for students with disabilities. The unit has a resource centre with assistive devices, software, and equipment for students with disabilities. It also has a real time language capturer that assist students with varying degrees of hearing loss.

Fundani CHED’s Director Dr Xena Cupido believes that including sign language as an official language in learning and teaching will pay attention to those often marginalised and “move us toward equity of access.”

“Once again, we are delighted by this new development and will actively engage faculties and departments to expand on the linguistic repertoire through the inclusion of sign language in multilingual projects,” Cupido adds.

Lisa Abrahams, a deaf student, highlights the challenges she faced with the COVID-19 outbreak and government’s regulations at the time. “My experiences as a deaf student at CPUT is that l found it difficult having classes on my laptop when COVID- 19 began because when I had classes it was difficult to understand my lecturer when s/he spoke.” Lisa also indicated that she was also elated with the news of South African Sign Language becoming the 12th official language as it will certainly assist students with varying degrees of hearing loss to reach their full academic potential.

WATCH THE LINK: Vice-chancellor, Prof Chris Nhlapo and Dr Amanda Ismail, the Head of Department at the Disability Unit raising awareness of the importance of sign language.

Written by Aphiwe Boyce
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The Fundani Centre for Higher Education Development’s (CHED) STEM Club magnificently hosted the National Science Week (NSW) event recently.

The purpose of the hybrid event with about 35 attendees, 15 online was to celebrate the Science, Technology and Mathematics (STEM) sector across the University community as this was for the National Science Week. The theme was: Celebrating the role of basic sciences in the modern world. The aim was also to create more awareness in terms of the STEM sector and services offered to students and “how best we could possibly assist students in achieving their goals”.

STEM Coordinator, Dr Frikkie George, said there was a great need to host such events to collaborate, network and encourage students. “The latter is required considering the subject matter of Science, Technology, Engineering and Maths”. There was a great turnout of students, an excitement that one cannot express as well as a hunger for assistance in those particular subjects.

“The event was successful; indeed, it is a pity that only a limited number of students could attend due to COVID-19 restrictions. The students were very excited, and the presentations of the guest speakers, Fundani CHED Director, Dr Xena Cupido and Department of Chemistry Lecturer, Dr Elise De Vries, addressed contemporary issues in the STEM field. The organisation and the activities developed smoothly,” added George.

The STEM Club was established in April 2022 and this was its second event. George confirmed that besides celebrating the National Science Week “we aimed to expose the STEM Club to the CPUT community”.  He said the feedback after the event was very positive and gives them the opportunity to spread their footprint at the other CPUT campuses.

For this event, the CPUT STEM Club conducted science-based activities, and focused on the role and value of Science, Technology and Mathematics in celebration of this year’s National Science Week. Students had the opportunity to display various science experiments, engagement from the floor in terms of discussions as well as the panel discussion, discussions from both lecturers as well as students reflecting the importance of the STEM sector at the University.

“The eye-catching and exciting science demonstrations enthralled the imagination of everyone who attended,” George observed.

Written by Aphiwe Boyce
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At the second seminar on decolonisation UNISA Prof Sabelo Ndlovu-Gatsheni started off by reminding everyone that in order to decolonise anything, you need to understand how it was constituted because the concept refers to “undoing”. “In a theoretical and practical sense,” said Ndlovu-Gatsheni. 

Ndlovu-Gatsheni sees the problem as twofold – systemic and epistemic. On the systemic side we are facing modernity with modern problems (such as the exploitation of social divisions) with no solutions. Ndlovu-Gatsheni sees the epistemic side of decolonialisation as much more important to the university though, as it manifests, to him, in an exhausted knowledge system and continuing epistemic violence.

This need not be a problem for him though, as the founder of the Africa Decolonial Research Network at UNISA thinks decolonising the university curriculum could happen by tapping into different indigenous knowledge systems.

Ndlovu-Gatsheni doesn’t think this needs to be at the expense of the current Western way of looking at the world, but in addition to, thus expanding the knowledge base that students can access.

He gave seminar attendants a historic breakdown of some African countries’ attempts at decolonisation of their economies and education systems, reminding everyone that the idea is not a new one, going back as far as Dar es Salaam in the 1860s.

“Today we are questioning the rules of the game and we have seen that joining the game is not enough,” he said.

“Every time when I find people discussing internationalisation of a university, I remember that the problem of the university in Africa is that it is international with its curriculum dictated to from outside, never local. We are not rooted where we are located.”

The way forward then, for him, is to slowly move towards practical actions that we can take: “I want to argue that one major problem of Europe is that it is over-represented in theory, knowledge and education presented at local universities.

“We cannot wish Europe away, but Europe must accept it is a province of the world, it is not the world. Africa must be moved away from the margins to the centre.”

Ways in which he wants to see that shift is for lecturers to expand what they teach to include the thoughts and writings of African academics and to draw from the African archive (as in the African ways of knowing, doing and being).

“You must expand the shoulders on which you want to stand, in terms of race, gender and where they come from.

“The second thing is we need to review our disciplines, constantly review to check if they are still fit for purpose.

“It is also dangerous to just call someone racist and replace the work. Adopt a new way of critiquing and questioning them. That way you avoid just replacing the system, you change it.”
In conclusion, Ndlovu-Gatsheni said: “I can’t change your curriculum.

“I can only make you travel with me to change your consciousness. At the end of the day, it tells us what kind of university we want. We need to re-engineer our philosophy of education.”

The Fundani Centre for Higher Education Development, supported by the Impala project (the Internationalisation and Modernisation Programme for Academics, Leaders and Administrators which forms part of the Erasmus+ Key Action 2: Capacity Building in Higher Education programme, a European Union funded initiative) is spearheading this institutional project of seminars on decolonisation. One of the major focus areas of the decolonisation project is on seeking cognitive justice and decentering Western knowledge through curriculum renewal activities.

*Next up the Fundani CHED Language Unit and Language Working Group present the 2018 Language Indaba 1 at Saretec on 2 August from 8.30am to 2 pm. Prof Adelia Carstens of the University of Pretoria and Prof Leketi Makalela of Wits University will present The Language Question and Decolonisation.

Invitation: The Language Question and Decolonisation. RSVP Here

Written by Theresa Smith
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CPUT has received a substantial grant of R10.9 million from the Department of Higher Education and Training (DHET).

Project lead, Dr Xena Cupido, who is also the Director: Fundani Centre for Higher Education Development (CHED), says the grant will be utilised over the next three years to support the University's Vision 2030 objectives and the development of the Designing for Social Justice Partnership (DSJP) Programme.

Cupido says the DSJP Programme aims to promote social justice in course design and delivery by fostering collaborative partnerships between academics and students. “This 14-month, cohort-based model emphasises academic community building, open collaboration, forward-thinking, and socially just design principles across multiple institutions. By co-creating and co-designing courses, academic-student teams will work together to enhance student success while conducting research to evaluate the effectiveness of these co-created designs.”

The DSJP Programme is rooted in three key components:

• The students as partners model, the scholarship of teaching and learning, and socially just learning design.
• The students as partners approach challenges traditional power dynamics within universities, amplifying student voices and advocating for meaningful student participation in teaching, research, and service.
• By recognising students as experts in their own learning, this approach allows them to contribute to discussions on advancing learning outcomes, overcoming challenges, and developing courses with a focus on social justice.

The DSJP Programme draws inspiration from successful programmes in Australia and UK but tailors its approach to the specific social context of South Africa. By expanding spaces for student voice and agency, the program aims to promote agentic learning both inside and outside the classroom. Students' active involvement as co-researchers in the scholarship of teaching and learning further enhances their engagement and contributes to evidence-based practices.

Socially just learning design is a critical aspect of the program, addressing the need for learning opportunities embedded in larger social contexts. By foregrounding historical, socio-political, and economic contexts, socially just learning design aims to reduce barriers to access and persistence, particularly for underrepresented populations. By reflecting on power dynamics and privilege in the design process, equitable and socially just learning outcomes can be achieved.

Cupido adds that the programme will recruit two cohorts of lecturers and students from CPUT, University of Cape Town, and University of the Western Cape. “Through workshops, individual coaching, and peer mentoring, the project team will support the co-creation of socially just course designs, implementation, data collection, and publication of research findings. The project's results will be disseminated through peer-reviewed publications, conference presentations, and a symposium on the student as partners approach.”

In the third year, a "train the trainer" scalability workshop will be conducted to enable participants and colleagues from other institutions to adopt and implement the program in diverse contexts.

To ensure the success of the programme, two visiting scholars from the Schreyer Centre for Teaching Excellence at Penn State University will provide expertise and guidance. Their experience in running similar programs at their institution will help model the student as partners approach and contribute to the program's overall effectiveness.

This project aligns with the ministerial statement's objective of enhancing curriculum responsiveness and promoting the scholarship of teaching and learning through collaborative partnerships with students. “By embracing social justice principles in course design and delivery, the program aims to contribute to inclusive teaching practices, equitable student engagement, and the advancement of convergent research on social justice implications and long-term effects.”

The programme holds the potential to expand the capacity of educators in South Africa to create socially just learning environments, thereby benefiting both students and society.

Written by CPUT News
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Academic leaders serve a crucial leadership, management and administrative function in higher education. As such Fundani Centre for Higher Education Development (CHED) has established an Academic Leadership Programme (ALP) to promote interactions between academics in different departments/faculties to enhance academics’ professional competencies.

The programme Coordinator, Dr Zanele Masuku; Academic Staff Development Unit, Fundani: CHED, said ALP is designed for newly appointed heads of departments (HODs) and acting HODs to support them in navigating their new roles in a safe space to discuss their day-to-day work procedures and academic practices.

“The aim of ALP is to support and capacitate newly appointed academic leaders, to leadership and management positions. This is because of the dual nature of their appointments, as academics and as managers/leaders of the departments/faculties. ALP aims to fill the gap as some HODs assume their roles unprepared for the position, hence the theme is: Capacitate/empower, innovate, and lead,” Masuku remarked.

The event commenced at Bellville campus with an overview of academic leadership by Masuku. She said the workshop was a space where HODs could share their experiences and help one another in developing robust discussions and community of practice.

In her opening address Dr Xena Cupido, Director: Fundani CHED, said: “This programme marks a significant milestone in our ongoing commitment to fostering academic excellence, nurturing leadership skills, and advancing the vision of our esteemed institution as we journey towards Vision 2030.”

Cupido said the programme had been meticulously designed to address a critical need within academic community. “These academic leaders play a vital role in steering the ship of their respective departments, overseeing the implementation of policies, and ensuring the smooth functioning of our academic ecosystem. However, as they navigate the complex intersection of academia and management, it is essential that they receive the support and tools necessary for success.”

Masuku added: “They [HODs] require support and skills on how to delegate work to others and how to trust the academics they lead with the projects they are working on.” Dr Siyanda Makaula, Director: Quality Management Directorate, provided an overview of CPUT Quality Matters and Processes in Learning and Teaching. The event was also graced by the presence of Prof Eugene Cloete, CEO of the Cape Higher Education Consortium, talking about the academic leadership.

Dr Kabelo Sebolai: Language Unit also made a presentation on language question and epistemic justice.

Written by Aphiwe Boyce

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